Abstract
Psychological well-being influences all the facets of adolescent success. This study examined the psychometric properties of PERMA, a subjective well-being measure consisting of five domains: positive emotions, engagement, relationships, meaning, and accomplishment. The sample size consisted of 502 high school students from public schools in Qatar. Contrary to expectations, the five-factor structure for PERMA did not fit our data well; however, after refining the model by the errors of the covariances between items, the one-factor model was found to be applicable. Multivariate analysis revealed that socioeconomic status (SES) and level of academic performance were independently and positively associated with overall well-being scores, whereas internalizing and externalizing behaviors were negatively associated. Notably, no significant effects of gender or age on well-being were observed. These findings suggest that interventions specific to socioeconomic status, academic excellence, and internalizing and externalizing behaviors in the school setting can produce more effective outcomes concerning student well-being.
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