Abstract
The evaluation of eudaimonic well-being in adolescence is hampered by the lack of specific assessment tools. Moreover, with younger populations, the assessment of positive functioning may be biased by self-report data only, and may be more accurate by adding significant adults’ evaluations. The objective of this research was to measure adolescents’ well-being and prosocial behaviours using self-rated and observer-rated instruments, and their pattern of associations. The sample included 150 Italian high school adolescents. Observed-evaluation was performed by their school teachers using the Strengths and Difficulties Questionnaire. Adolescents completed Ryff’s Psychological Well-being Scales and Symptom Questionnaire. Pearson’ r correlations and Linear regression were performed. Self-rated dimensions of psychological well-being significantly correlated with all observer-rated dimensions, but Strengths and Difficulties Emotional symptom scale. Multiple linear regression showed that the self-rated dimensions Environmental Mastery and Personal Growth, and surprisingly not Positive Relations, are related to the observer-rated dimension Prosocial Behaviour. Adolescents with higher levels of well-being in specific dimensions tend to be perceived as less problematic by their teachers. However, some dimensions of positive functioning present discrepancies between self and observer-rated instruments. Thus, the conjunct use of self-reports and observer-rated tools for a more comprehensive assessment of students’ eudaimonic well-being is recommended.
Highlights
Adolescents’ mental health has been often conceived as unidimensional
No significant differences emerged according to gender (Tables 2 and 3), and age did not show a significant effect as well (PWB: F = .734; df = 6,142; p = .623; Symptom Questionnaire (SQ): F = .430; df = 8,140; p = .901)
In the present investigation we found significant, even if small correlations between Psychological Well-being (PWB) and Strengths and Difficulties Questionnaire (SDQ), that are negative in case of dimensions describing emotional and behavioural difficulties and positive in case of prosocial behaviours
Summary
Adolescents’ mental health has been often conceived as unidimensional It has been evaluated with a single measure for assessing physical symptoms, depression, anxiety, self-esteem, or with composite indicators such as the General Health Questionnaire (GHQ; Goldberg 1972), or the Mental Health Inventory (Ostroff et al 1996). In this way, the assessment has been focused on the symptomatology, dysfunctional behaviours or on specific health outcomes, rather than considering clinical conditions and indicators of positive health in a more comprehensive way (Fava and Sonino 2009). Researchers and clinicians should adopt sensitive and complete instruments in order to explore symptomatology or distress, and dimensions of psychological well-being (Ryff 1989; Rich 2003; Keyes 2006; Ruini et al 2006; Weems 2009)
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