Ryff's Model Research Articles

Physical activity motivations and psychological well-being among university students: a canonical correlation analysis.

With increasing concern about mental health issues and active lifestyles among university students, understanding the interplay between different physical activity motivations and various dimensions of psychological well-being is important. The present study aims to explore the canonical relationship between physical activity motivations based on self-determination theory and psychological well-being according to Ryff's model in university students. Nine hundred and sixty-six Chinese university students participated in this study. A canonical correlation analysis was conducted using six variables of motivations as predictors of six variables of psychological well-being. The canonical correlation analysis yielded two canonical functions. The first canonical function, which was primary, indicated that intrinsic motivation, integrated regulation, identified regulation, and introjected regulation contributed the most to psychological well-being. The second canonical function indicated that a decrease in external motivation and amotivation accounted for an increase in personal growth. This study underscores the importance of elucidating the underlying motivations driving physical activity behaviors in order to enhance psychological well-being in this population.

Interventions to enhance eudaemonic psychological well-being: A meta-analytic review with Ryff's Scales of Psychological Well-being.

This meta-analysis enhances our insight into the effectiveness of interventions aimed at improving eudaemonic well-being. The focal outcome of these interventions is Ryff's Scales of Psychological Well-being. We summarized experimental studies and concluded whether a specific intervention approach improves individual positive functioning by assessing the six dimensions of psychological well-being and the composite score of well-being. Our study confirmed that eudaemonic well-being can be improved. The strongest influence is seen in integral programs that link directly to Ryff's conceptual model. Breaking down to dimensional scores, existing interventions had the strongest influence on Environmental Mastery, Personal Growth, and Self-Acceptance. The weakest influence was on Autonomy and Positive Relations with Others. Overall, our result is an important contribution to the well-being literature in that it shows, more convincing than previous meta-analyses due to its exclusive and comprehensive focus on Ryff's model, that psychological eudaemonic well-being can be enhanced by targeted intervention programs.

The architecture of psychological well-being: A network analysis study of the Ryff Psychological Well-Being Scale.

The proliferation of mental health research is orienting its efforts towards the exploration of psychological well-being. One of the main burdens is the measurement challenges reported by the widely used Psychological Well-Being Scale (PWBS), which has often been criticized for inconsistencies between the theoretical and the empirical model. A potential alternative to understand the structure of psychological well-being is network models, which conceptualizes psychological phenomena as emerging systems of mutually connected variables. Employing exploratory graph analysis, we examined the network structure of the Spanish 29-item PWBS in a random sample of 1,404 adults. We estimated a regularized partial correlation network using the graphical LASSO algorithm in the item and dimension level. We tested the stability of both networks and identified the most important variables of the network. The PWBS network model revealed four dimensions, with self-acceptance, life purpose and environmental mastery clustering together. Node strength centrality suggested that self-acceptance is the most central dimension in the psychological well-being structure as measured by the PWBS. Despite the network model of psychological well-being did not replicate the theoretical structure of Ryff's model, it provides a novel conceptualization of psychological well-being and proposes target indicators for mental health interventions.

Effect of Physical-Sports Leisure Activities on Young People's Psychological Wellbeing.

This article examines the impact of physical-sports activities on the psychological wellbeing of Spanish and Colombian young people. Scientific literature highlights that young people devote leisure time to sports for the purpose of enjoyment, and to maintain good health and body image. In addition, it provides the opportunity to socialize, and come into contact and connect with people who have shared interests. It is also an ideal resource for learning and developing social skills to ensure inclusion and the appropriate strategies for emotional management. Similarly, it favors the learning of values that promote the assumption of responsibilities, decision-making capacity, tolerance to frustration, and the development of resilience. This study considers the inherent benefits of physical-sports activities in order to analyze the impact on young people’s assessment of their own psychological wellbeing. To this effect, a quantitative ex post facto study was designed, and Ryff’s Model of Psychological Wellbeing was used with 1,148 young people from Spain and Colombia aged 16–21. The young people were asked whether or not they performed any type of physical-sports activity in their leisure time and the type of activity performed. The results show that young people who perform such activities have higher overall levels of psychological wellbeing. In turn, they emphasize that the perform of physical-sports activities has a positive impact on three of the dimensions of psychological wellbeing: self-acceptance, positive relations with others, and purpose in life. In addition, significant differences in young people’s psychological wellbeing were found depending on whether they perform individual, team or other physical-sports activities. These results provide a basis for the proposal and design of interventions with young people based on sports and leisure activities as socio-educational strategies.

Young People's Autonomy and Psychological Well-Being in the Transition to Adulthood: A Pathway Analysis.

Young people transition to adulthood via diverse pathways; among the most significant are those dominated by education, employment, or social disadvantage. These pathways are determined, to a large extent, by the level of well-being and autonomy young people develop to help them face their own realities. The aim of this study is to analyze the relationship between young people’s psychological well-being and autonomy – key factors in the transition to adulthood – and the relationship these factors have with the main pathways followed during transition. To this end, Ryff’s Model of Psychological Well-being and the Transition to Adulthood Autonomy Scale (EDATVA) were used to evaluate a total of 1148 Spanish and Colombian subjects aged between 16 and 21. Correlations and differences between scores were subsequently analyzed. Subjects were also asked to identify the most relevant aspect of their transition to adulthood as either education, employment, or social disadvantage. Results from all three pathways for transition to adulthood show a trend in which higher levels of well-being correspond to higher levels of autonomy. In general, the results for the young people on the education pathway show high levels of autonomy and well-being, as well as a significantly higher level of critical thinking compared to young people on other pathways. The scores from employed young people reveal a greater capacity for self-organization in relation to the other two pathways. The results for disadvantaged young people show significantly greater socio-political engagement than that of young people on the education and employment pathways. However, the disadvantaged group also displays the lowest level of psychological well-being. These results provide elements for a better understanding of young people’s different transition pathways to adulthood and constitute an important point of reference for future research. They also provide data that may be relevant in guiding potential educational, psychological, and social interventions within this population group.

Impact of Gender and Relationship Status on Young People's Autonomy and Psychological Wellbeing.

This study uses scales of autonomy and psychological wellbeing to determine whether young people’s gender and romantic relationship status give rise to differences in relation to a series of specific dimensions. To this end, we used Ryff’s Model of Psychological Wellbeing, which comprises several dimensions: self-acceptance, positive relations with others, autonomy, environmental mastery, personal growth, and purpose in life; and our own Transition to Adulthood Autonomy Scale (EDATVA), whose dimensions are: self-organization, understanding context, critical thinking, and socio-political engagement. As a result, a quantitative study was performed with 1,148 young people aged 16–21 from Madrid, Spain and Bogotá, Colombia, of whom 60.2% were female and 39.8% were male. The findings show that in the gender variable there are differences between males and females in the dimensions of positive relations with others, personal growth (wellbeing questionnaire), and understanding context (autonomy questionnaire); the female sample obtained the highest scores. In the relationship variable, differences were found in environmental mastery and purpose in life; higher scores were obtained by young people in a romantic relationship. However, no differences were found in the different dimensions in the autonomy questionnaire between young people in a relationship and those not.

PERSONAL TRAITS SUPPORTING POSITIVE RELATIONS WITH OTHERS

The article examines the psychological qualities and characteristics that support positive relations with others as they are understood in C. Ryff 's model of psychological well-being and compares them with those personal qualities that usually understood as supporting an individual 's personal autonomy. To solve this task, we used the corresponding scale from the Ryff 's Scales of Psychological Well-being; the Test of Meaningful Life Orientation of D. A. Leontiev; Test-Questionnaire of Self-Attitude of V. V. Stolyn, S.R. Panteleyev; Self-Efficacy Scale proposed by R. Schwarzer and M. Jerusalem (adapted by V. G. Romek), S. Maddi 's Hardiness Scale (adaptated of D. A. Leontiev et al.), the Self-Actualization Test (CAT), the self-expression scale from the self-determination test of Osin E. et al. In total, 150 respondents - students of Kyiv universities participated in the research. The study data show that there are strong correlations between positive relations with others and such personal traits as life process and life results and other indicators of meaningfulness of life; self-expression, which reveals whether life is experienced as consistent with one 's own desires, needs and values; self-respect and expected attitudes of others and several other indicators of self-attitude and general scale of self-attitudes; self-actualizing value and psychological hardiness. The predictors of successful positive relations are commitment, expected attitudes of others, self-expression and self-respect, existing life goals and positive life results. High locus of control on self and control as a factor of psychological hardiness can prevent from development of warm, good and deep relations. The obtained results show that there is a line of personal characteristic that support personal autonomy and positive relations with others, namely, self-expression, self-respect, life-goals. That is why we cannot argue the idea that personal autonomy and positive relations with others are totally opposite personal traits and that need in autonomy can is fulfilled by neglecting relationships with others.

Wellbeing in retirement villages: Eudaimonic challenges and opportunities

A retirement village consists of a collection of privately owned or leased flats or maisonettes for elderly adults that are supported by a central hub that provides catering, medical care and social activities. There have been studies of the psychological experience and impacts of such environments, however, there is lack of research that links the retirement village experience to overarching theories of eudaimonic wellbeing, and that uses qualitative methods to find out about how wellbeing manifests for the individual. This study used Ryff's (1989) model of wellbeing as a framework for analysis, while aiming to gain an in-depth understanding of the experiences and sources of wellbeing in residents of two retirement villages in the South East of England. Semi-structured interviews were carried out with 18 residents. Thematic analysis revealed a dialectical tension to retirement village living: while facilitating all six core components of eudaimonic wellbeing as conceptualized by Ryff's model, individuals living within the retirement villages also experience challenges to wellbeing on the same dimensions. An integrative model of these tensions between positive and negative experiences is presented and discussed.

Academic Performance of Virtual Students based on their Personality Traits, Learning Styles and Psychological Well Being: A Prediction

The aim of this study was to distinguish the relations between the so-called variables and the education of virtual students. We also are to identify which of the variables could act as predictors suitable to interpret virtual education. The sample of the study consisted of the last-year students of the virtual education career of Shiraz University 200 students out of who were randomly selected to complete the questionnaire. The tools were: a short questionnaire comprising of 5 personality factors (NEO-FFI, Kolb's list of learning styles, the Ryff's model of psychological well being. The semester average mark of students was measured as the indicator of the educational progress of students.The results of this study reveal the correlation between personality traits and learning styles which could lead learners to a higher level of learning and, in turn, to the sense of self-satisfaction and enjoyment of the learning process.