Abstract
to assess the relation between sociodemographic characteristics of young people associated with the subjectivity of being happy; to evaluate the relationship between the subjectivity of being happy and the perception of health status; to evaluate the relationship between the subjectivity of being happy and the school and family environments and peer groups at school. this is an observational study, with an intentional sample of 1,069 young Portuguese people, with ages varying from 14 to 24, most of them women, attending secondary education. The self-filling questionnaire was used. there are statistically significant associations between the subjectivity of being happy and schooling, perception of health status, family APGAR, school and family involvement, absence of problems or teasing by peers at school. a positive and holistic care coupled with the potential of obtaining and consolidating healthy lifestyles for young people will enable health professionals to perceive them as agents of individual and social change.
Highlights
The complexity of developmental processes in adolescence is reflected in its stages: early, middle and late adolescence, progressively providing the individual with the assimilation of physical, intellectual and social experiences that will allow them to establish a new identity and new patterns of relationships to set goals and commitments.In adolescence, the opportunity to obtain and consolidate healthy lifestyles arises, which means being an adolescent/young person with good physical and mental conditions, a positive image of oneself, self-efficacy and self-determination
846 (52.6%) of young people from Vila Nova de Famalicão (VNF) belong to Group A (GA) and the remainder participants, to Group B (GB)
Significant differences were observed between subjectivity of being happy (SBH) and schooling (χ2(3)=9.730, p=0.021), and for higher education, young people from VNF are happier than expected, and in the other years of schooling there were no significant differences (Table 1)
Summary
The complexity of developmental processes in adolescence is reflected in its stages: early, middle and late adolescence, progressively providing the individual with the assimilation of physical, intellectual and social experiences that will allow them to establish a new identity and new patterns of relationships to set goals and commitments.In adolescence, the opportunity to obtain and consolidate healthy lifestyles arises, which means being an adolescent/young person with good physical and mental conditions, a positive image of oneself, self-efficacy and self-determination. Each person’s resources, vulnerabilities, social context, peer groups and family condition the meaning given by adolescents/young people (the young term here is understood as synonym of adolescent) to their lifestyle(1). This is a noticeable interconnection if associated with the Human Ecology Theory(2). Adolescents, when exposed to tensions caused by physical and emotional changes, are expected to mobilize forces that promote their well-being(2) This well-being is conditioned by what the young person thinks and feels about their life, considering the different subsystems: family, school, peer group and their social involvement. This ability can be maintained even in adverse conditions and its evaluation varies depending on previous expectations, values and experiences(1)
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