Exploratory analysis of strength domains and association with subjective and psychological well-being among Canadian adolescents

Abstract

Individuals that possess and utilize their strengths have higher reports of subjective and psychological well-being. However, it remains unclear as to whether certain domains of strengths (e.g., strengths at home, at school, within the community) are more strongly associated with certain indices of well-being (e.g., stress management, social connectedness). This information is important given the complex presentation of strengths and idiosyncratic ways in which individuals place value on different aspects of well-being. High school students (N = 236, 51% female) from a rural northern community completed a set of online questionnaires while in class: The Strength Assessment Inventory-Youth Version (Rawana & Brownlee, 2010); Perceived Stress Scale (Cohen, Kamarck, & Mermelstein, 1983); and Multidimensional Scale of Perceived Social Support (Zimet, Dahlem, Zimet, & Farley, 1988). Together, the measures examined different domains of strengths (character and environmental) and subjective and psychological well-being (i.e., perceived stress and relatedness adequacy, respectively). Bivariate correlations were used to identify strength domains that would be further analyzed through hierarchical regression modeling. Results showed that the strength of self-knowledge was relevant for both subjective and psychological well-being, whereas strengths at home, strengths at school, and strengths from having goals and dreams were relevant for only psychological well-being. Adolescents with a sense of self-knowledge (i.e., positive self-concept, confidence in abilities, sense of right from wrong when making decisions) may be better equipped to manage daily stresses and form connections to others. By examining specific domains and indices, a more refined understanding can be gained of the association between strengths and well-being.