Abstract
The literature’s interest has been focused on the study of well-being or depression. However, there has been little research that investigates the relationship between well-being and hopelessness (HPL) and the underlying contextual and dispositional variables. Therefore, the aim of the present study was to examine the relationship between some contextual (need-supportive interpersonal behavior and need-thwarting interpersonal behavior) and dispositional variables (dispositional optimism, positive/negative affectivity, explanatory style), academic achievement, general well-being, and school HPL in adolescent students. The results showed that general well-being was positively predicted by need-supportive interpersonal behavior, dispositional optimism, positive affectivity, and adaptive explanatory style (attribution to commitment in the school context), while it was negatively predicted by negative affectivity. Meanwhile, school HPL was positively predicted by need-thwarting interpersonal behavior, negative affectivity, dysfunctional explanatory style (attribution to luck in the school context), while it was negatively predicted by attribution to commitment in the school context and academic achievement. These results provide useful data for the implementation of well-being promotion and school HPL prevention. The implications are discussed as follows.
Highlights
The correlations showed that general well-being was positively related with need-supportive interpersonal behavior, dispositional optimism, positive affectivity, attribution to commitment in the school context, and academic achievement, while it was negatively correlated with need-twarthing interpersonal behavior, negative affectivity, and school HPL
School HPL was positively related with needtwarthing interpersonal behavior, negative affectivity, and attribution to luck in the school context, though it was negatively correlated with need-supportive interpersonal behavior, dispositional optimism, positive affectivity, attribution to commitment in the school context, and academic achievement
Dispositional optimism, positive affectivity, negative affectivity, attribution to commitment in the school context, and attribution to luck in the school context were entered in Step 3 and academic achievement in Step 4
Summary
Well-Being and Hopelessness in Adolescents for fulfillment, as realization involves the development of skills and mastery in various sectors such as work, sports, hobbies, etc. Cultivating these five factors every day can lead to increased mental and physical well-being. They combine into the concept of Flourishing, which indicates the possibility of experiencing a life characterized by virtue, productivity, growth, and resilience (Keyes et al, 2002), and optimal functioning that includes the realization of human abilities and excellence (Ryan et al, 2010). The literature shows that variables related to well-being are both contextual, such as need-supportive interpersonal behavior and need-thwarting interpersonal behavior (Yalçın, 2015; Rocchi et al, 2017; Ryan and Deci, 2017), and dispositional, such as positive and negative affectivity (Watson et al, 1988; Kahneman, 1999; Seligman, 2011; Malinowski and Lim, 2015; Sorrenti et al, 2015b; Martino et al, 2019a,b,c), explanatory style (Malhotra and Suri, 2016), dispositional optimism (Liu et al, 2018 (Duy and Yıldız, 2017; Seligman, 1991; Khosroshahi and Abad, 2012; Carver and Scheier, 2014; Ryff, 2014), and academic achievement (Steinmayr et al, 2016; Bücker et al, 2018)
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