The Characteristics of Children’s Subjective Well-Being

Despite the increased interest in recent decades in the study of children’s subjective well-being (SWB), much too little is known about the factors that contribute to their SWB, especially with regards to socio-demographic characteristics. In addition, only handful of studies has made a comparison between countries and was based on large samples. The present study is a first of its kind. Utilizing the International Study of Children’s Well-Being first wave data set with questionnaires from over 34,500 children from 14 different countries to explore the characteristics of children’s SWB and the relations between an array of socio-demographic variables and children’s SWB. SWB was measured using three scales—overall life satisfaction, overall satisfaction in specific domains and overall SWB that was measured using agreement items. The socio-demographic variables were composed of demographic characteristics (e.g. gender and age), self-reported socio-economic items and the children’s country of residence. Findings show that children’s SWB in all countries is relatively high, although some variation can be found between the three SWB scales. Differences were found between the three measurements of SWB in regard to the explained variance, nevertheless the socio-demographic characteristics explain relatively low amount of the variance in SWB (10.9–20.2 %). The demographic variables have the lowest contribution, followed by the socio-economic items, while countries have the highest contribution. Thus one of our main conclusions is that the answer for understanding children’s SWB does not lay in the socio-demographic characteristics. The implications of these findings for further research of children’s SWB are discussed.     

Social Factors Explaining Children’s Subjective Happiness and Depressive Symptoms

In this study happiness and depression in 737 12-year-old Finnish children were predicted by relationships with family members and other people, the number of close friends and their experiences of parental fighting and drinking. There were no differences in happiness between the genders, but the girls were more depressed than the boys. Low happiness was predicted by confidential family relationships and the number of close friends in both genders. High happiness was predicted by confidential family relationships and confidential relationships with other people in the girls, and confidential family relationships and the number of close friends in the boys. Depression was accounted for by poor family relationships, the number of close friends and parental fighting in the girls. In the boys, depression was related to poor family relationships and the number of close friends. Thus, the factors explaining happiness and depression were partly different and not necessarily interrelated. The results confirm that the correlates of well-being differ between the genders already at the age of 12 and the girls are more sensitive to family discord than the boys.     

Children’s Rights,School Psychology,and Well-Being Assessments

This paper addresses interrelationships among the notions of children’s rights, school psychological services, and child well-being assessments. Increasing attention has been paid in recent years to the notions of children’s rights, as best expressed in the United Nations Convention on the Rights of the Child (CRC). In the current paper, we discuss the relevance of the emerging conceptions of children’s rights to the school context. We argue that given the centrality of schooling to children’s lives, school psychologists, who are serving in the role of child advocates, are in a unique position to contribute to integrating the children’s rights movement and educational progress. Situated within the context of the CRC and the practice of school psychology, we further discuss how advances in child well-being assessment can inform the implementation and evaluation of CRC principles and related policies. We propose that the use of evidence-based, developmentally appropriate objective and subjective measures of well-being should contribute a key component to meaningful assessments of the status of children’s rights and well-being.     

Where are the Children? Children’s Role in Measuring and Monitoring Their Well-Being

This paper starting point is the dynamic changes and shifts in the field of measuring and monitoring children’s well being. In the paper we focus on one specific change – the “new” role of children in measuring and monitoring their own well being – a role of active participants rather then of subjects for research. We then turn to present based on a sequence of arguments and findings what role children should carry in measuring and monitoring their well being. Followed by a presentation of five possible roles for children involvement in such studies and in regard to the specific roles existing knowledge from various studies and suggested directions for future research are presented. The danger of children’s involvement is such studies are then discussed followed by a presentation of what do children think on this all issue. Finally we conclude that the potential involved in children’s involvement is much greater then the hazards.     

Reference Groups and Pensioners’ Subjective Economic Well-Being in Europe

This study contributes to the interdisciplinary debate over the effects of absolute and relative income on subjective well-being by introducing country-level measures of income into the analysis of pensioners’ economic well-being. Both the relevance of alternative reference groups for different phases of old age, measured through median incomes, and the effect of general income inequality within countries are explored. Analyses are based on the cross-sectional components of the survey European Union Statistics on Income and Living Conditions from 2005 to 2011, containing information on 458,769 pensioners from 31 European countries. With the multilevel linear regression analysis method, the effects of different income measures are analyzed both at the individual and country levels. The main result shows that the average income level of pensioners within countries hold spillover effects strong enough to conclude other pensioners constitute a relevant reference point. Pensioners’ high income level decreases individual income adequacy regardless of age. Results also indicated the labour market group having varying effects on different age groups. The general income inequality does not affect pensioners’ subjective economic well-being.     

Social Capital or Social Cohesion: What Matters For Subjective Well-Being?

The theoretical analysis of the concepts of social capital and of social cohesion shows that social capital should be considered as a micro concept whereas social cohesion, being a broader concept than social capital, is a more appropriate concept for macro analysis. Therefore, we suggest that data on the individual level should only be used to analyze the relationship between social capital, social cohesion indicators and subjective well-being and that they do not allow commenting on the level of social cohesion in a society. For this last type of analyses aggregated indicators of social cohesion have to be computed which is not the issue of this paper. Our empirical analysis is based on individual data for Luxembourg in 2008. In general, our results suggest that investments in social capital generate monetary returns (increased income) and psychic returns (increased subjective well-being) even in a highly developed and multicultural country like Luxembourg. When we are adding on the micro level variables representing the economic domain of social cohesion following Bernard (1999), then we observe that this domain also has an effect on income and on subjective well-being. Therefore, we recommend including the economic domain in any future analysis using the concept of social cohesion.     

Family Structure and Children’s Economic Well-Being: Incorporating Same-Sex Cohabiting Mother Families

Research on family structure and child well-being rarely includes children in same-sex parent families, a notable omission since 28 % of female–female couple households contain children. Using the 2010–2013 pooled current population survey (CPS), we examined children’s economic well-being by family structure. These data were ideal for this study because they included a sizeable number of children in same-sex cohabiting mother families and the CPS measured both official and supplemental poverty, incorporating the cohabiting partner. Using the official poverty measure, children in same-sex cohabiting mother families were more likely to be poor than their counterparts in either different-sex cohabiting or married parent families. Using the supplemental poverty measure, children in same-sex mother families were no more likely to be poor than children in all other types of different-sex two-parent families.     

School-Related Social Support and Adolescents’ School-Related Subjective Well-Being: The Mediating Role of Basic Psychological Needs Satisfaction at School

Grounded in Basic Psychological Needs Theory (BPNT; Deci and Ryan in Intrinsic motivation and self-determination in human behavior. Plenum, New York, 1985; Psychol Inq 11(4):227–268. doi: 10.1207/S15327965PLI1104_01, 2000; Ryan and Deci in Am Psychol 55(1):68–78. doi: 10.1037/0003-066X.55.1.68, 2000), the present study mainly aimed to (1) test a theoretically-based model proposing that the satisfaction of three basic psychological needs at school mediates the relationship between school-related social support (i.e., teacher support and classmate support) and school-related subjective well-being and (2) explore the invariance of the model across gender and age groups. A total of 1476 Chinese adolescents (males = 712; early adolescents = 676; Mage = 15.40) completed a multi-measure questionnaire tapping the targeted variables. Structural equation modeling was used to examine the hypotheses. Results indicated that school-related social support (i.e., teacher support and classmate support) related statistically significantly to adolescents’ school-related subjective well-being. Furthermore, a multiple-mediators analysis indicated that autonomy, competence and relatedness needs satisfaction at school partially mediated the relation between teacher support and school-related subjective well-being, and fully mediated the relation between classmate support and school-related subjective well-being. Lastly, the results supported partial invariance of the model with respect to gender and age groups. Limitations of the study are considered and applied considerations to improve adolescents’ school-related subjective well-being are discussed.     

Mothers’ Sexual Identity and Children’s Health

Sexual minority women face a plethora of structural, socioeconomic, and interpersonal disadvantages and stressors. Research has established negative associations between women’s sexual minority identities and both their own health and their infants’ birth outcomes. Yet a separate body of scholarship has documented similarities in the development and well-being of children living with same-sex couples relative to those living with similarly situated different-sex couples. This study sought to reconcile these literatures by examining the association between maternal sexual identity and child health at ages 5–18 using a US sample from the full population of children of sexual minority women, including those who identify as mostly heterosexual, bisexual, or lesbian, regardless of partner sex or gender. Analyses using data from the National Longitudinal Study of Adolescent to Adult Health (N?=?8978) followed women longitudinally and examined several measures of their children’s health, including general health and specific developmental and physical health conditions. Analyses found that children of mostly heterosexual and bisexual women experienced health disadvantages relative to children of heterosexual women, whereas the few children of lesbian women in our sample evidenced a mixture of advantages and disadvantages. These findings underscore that to understand sexual orientation disparities and the intergenerational transmission of health, it is important to incorporate broad measurement of sexual orientation that can capture variation in family forms and in sexual minority identities.

     

Relationships Between Parents’ And Children’s Salient Values For Future And Children’s Overall Life Satisfaction. A Comparison Across Countries

In this paper, a model is set forth relating (a) overall life satisfaction of children to children’s values and (b) children’s values to parents’ values. Using confirmatory factor analysis models three dimensions of values (materialistic values, capacities and knowledge values and interpersonal relationship values) consistently emerged in 5 countries (Brazil, South Africa, Norway, Spain and India) for both parents and children. There was a considerable amount of missing data, mainly because the parent’s questionnaire was often not returned. Full information maximum likelihood estimators with missing data were thus used.Multiple-group analyses were next performed to assess factor invariance of the three value dimensions across the five countries for both parents and children. This implies testing the equality of factor loadings and intercepts across groups. This equality is required to ensure that factors have the same interpretation in all groups, which is necessary when comparing any aspect of the factor distribution across groups.The only two countries for which the interpretation of value dimensions was invariant for both parents and children were Brazil and Spain. The results of other countries could thus not be compared. Multiple-group structural equation models revealed that both parents and children scored higher on most values in Brazil than in Spain. In both countries, each child value dimension was only significantly predicted by the same value dimension of the parents. R-squares were in the 4–12% range and slightly higher in Brazil. The only value dimension that had some effect on overall life satisfaction was capacities and knowledge, which was so in both countries.Acknowledgements are due to the country project directors and their associates Per Egil Mjaavatn (Norwegian University of Science and Technology, Trondheim, Norway), Usha Nayar (Tata Institute of Social Sciences, India), Irene Rizzini (Pontifícia Universidade Católica do Rio de Janeiro, Brazil), Rose September (Western Cape University, South Africa) and Ferran Casas (Catalan Network of Child Researchers – XCIII – in co-operation with the University of Girona, Spain) for permitting us to use part of their project and to Childwatch International, Oslo, for sponsorship.     

A Weighted Multidimensional Index of Child Well-Being Which Incorporates Children’s Individual Perceptions

It has been a decade since a landmark piece of work on child well-being measurement based on a summary index was developed in the United States, the Index of Child and Youth Well-Being. Several research studies, both in the U.S. and Europe, followed on from this work. Despite these studies’ valuable contribution, scope exists for further improvements at the methodological level. In the present paper we draw the methodological basis for a new, micro-based summary child well-being index in which children’s views on their own well-being assume a central role and distinct weights (based on the children’s perceptions) to each component that is included in the index are used. Based on 914 pairs of responses of Portuguese children and their carers, the newly proposed index was tested vis-à-vis other methodologies. The econometric estimations show that the significance of all potential well-being determinants (e.g., age, school cycle, mother’s and father’s level of education) remains the same across the distinct methods of calculation of child well-being indexes. However, the consideration of subjective components (degrees of importance and weights) allowed to evidence that the most relevant determinants of child well-being are the set of variables related to the child’s parents, namely education and professional status. In particular, when compared to their counterparts, children whose fathers have higher education degrees reveal an increased overall well-being by around 25 %, whereas children whose fathers are unemployed present a decreased well-being by around 11 %.     

Resolved Parental Infertility and Children’s Educational Achievement

Although difficulty conceiving a child has long been a major medical and social preoccupation, it has not been considered as a predictor of long-term outcomes in children ultimately conceived. This is consistent with a broader gap in knowledge regarding the consequences of parental health for educational performance in offspring. Here we address that omission, asking how resolved parental infertility relates to children’s academic achievement. In a sample of all Swedish births between 1988 and 1995, we find that involuntary childlessness prior to either a first or a second birth is associated with lower academic achievement (both test scores and GPA) in children at age 16, even if the period of infertility was prior to a sibling’s birth rather than the child’s own. Our results support a conceptualization of infertility as a cumulative physical and social experience with effects extending well beyond the point at which a child is born, and emphasize the need to better understand how specific parental health conditions constrain children’s educational outcomes.     

Young Children’s Developmental Ecologies and Kindergarten Readiness

Children enter the crucial transition to school with sociodemographic disparities firmly established. Domain-specific research (e.g., on poverty and family structure) has shed light on these disparities, but we need broader operationalizations of children’s environments to explain them. Building on existing theory, this study articulates the concept of developmental ecology—those interrelated features of a child’s proximal environment that shape development and health. Developmental ecology links structural and demographic factors with interactional, psychological, and genetic factors. Using the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B), this study conducts latent class analyses to identify how 41 factors from three domains—namely, household resources, health risks, and ecological changes—cluster within children as four overarching developmental ecologies. Because it documents how numerous factors co-occur within children, this method allows an approximation of their lived environments. Findings illuminate powerful relationships between race/ethnicity, parental age, socioeconomic background, and nativity and a child’s developmental ecology, as well as associations between developmental ecology and kindergarten cognition, behavior, and health. Developmental ecology represents a major pathway through which demographic characteristics shape school readiness. Because specific factors have different implications depending on the ecologies in which they are embedded, findings support the usefulness of a broad ecological approach.     

Gratitude and Adolescent Athletes’ Well-Being

Two cross-sectional studies were conducted to examine the relationships between gratitude and athletes’ well-being. Study 1 examines the relationship between dispositional gratitude and well-being, while Study 2 investigates the relationship between sport-domain gratitude and well-being. In Study 1, 169 Taiwanese senior high school athletes (M = 16.43, SD = 0.7 years) were administered the Gratitude Questionnaire (GQ; McCullough et al. 2002, Journal of Personality and Social Psychology, 82(1), 112–127), Team Satisfaction Scale (Walling et al. 1993, Journal of Sport & Exercise Psychology, 15, 172–183), Satisfaction with Life Scale (SWLS; Diener et al. 1985, Journal of Personality Assessment, 49, 71–75), and the Athlete Burnout Questionnaire (ABQ; Raedeke and Smith, 2001, Journal of Sport & Exercise Psychology, 23(4), 281–306). In Study 2, a separate sample of 265 adolescent athletes (M = 16.47 years, SD = 0.7) were administered the modified Sport-domain GQ, Team Satisfaction Scale, and ABQ. Study 1 results showed that dispositional gratitude positively predicts team satisfaction and life satisfaction, and negatively predicts athlete burnout. Findings from Study 2 revealed that sport-domain gratitude positively predicts team satisfaction and negatively predicts athlete burnout. A stronger gratitude and well-being relationship was observed in Study 2. This research provides the initial verification that gratitude and adolescent athletes’ well-being are related. Possible mechanism of this relation, limitations, and practical implications are discussed.     

Richer in Money, Poorer in Relationships and Unhappy? Time Series Comparisons of Social Capital and Well-Being in Luxembourg

The worrying decline of social capital (Putnam in Bowling alone: the collapse and revival of American community. Simon and Schuster, New York, 2000) and the disappointing trends of subjective well-being characterising the US (Easterlin in Nations and households in economic growth. Academic Press, New York, 1974; Easterlin and Angelescu in Happiness and growth the world over: time series evidence on the happiness-income paradox, 2009; Easterlin et al. in Proc Natl Acad Sci 107:22463–22468, 2010) raise urgent questions for modern societies: is the erosion of social capital a feature of the more developed and richer countries or is it rather a characteristic aspect of the American society? To test the hypothesis that the erosion of social capital and declining well-being are not a common feature of richer countries, present work focuses on Luxembourg. The main results are: (1) the erosion of social capital is not a legacy of the richest countries in the world; (2) between 1999 and 2008, people in Luxembourg experienced a substantial increase in almost every proxy of social capital; (3) both endowments and trends of social capital and subjective well-being differ significantly within the population. Migrants participate less in social relationships and report lower levels of well-being; (4) the positive relationship between trends of subjective well-being and social capital found in previous literature is confirmed.     

Personality and Subjective Well-Being: What Hides Behind Global Analyses?

The relation between personality and subjective well-being (SWB) remains involved in a considerable ambiguity and the numerous studies conducted have neglected an approach at a more detailed level of analysis. This study explores the idea that neuroticism, extraversion and conscientiousness facets predict differentially each SWB component. A battery of self-report questionnaires was used to assess personality and SWB in 398 teachers of primary and high schools. Findings of a cross-sectional study showed that neuroticism, extraversion and conscientiousness facets contributed to significantly explain the variance in positive affect, negative affect and life satisfaction. Moreover, these facets predicted differentially each of the three SWB components. At same time, this study corroborates two important premises: the specificity of facets as discrete traits and the independence of the three SWB components.     

Does Country Matter for Subjective Well-Being?

It is known that characteristics of individuals explain only a part of the variations in Subjective Well-Being (SWB) between people. The country of origin of an individual accounts for a significant part of these differences. We study what drives the variations in SWB between countries after taking individual characteristics into account. We base our analysis on data from the four waves of the World Values Survey. 64% of the variations between the countries in the sample (64 countries) are explained by the natality rate, life expectancy, the level of corruption and a Muslim culture. This adds to the discussion on the link between economic conditions and SWB. The economic situation is not an explanatory variable in a direct way but indirectly affects SWB through some of the significant variables. Corruption has detrimental effects on SWB beyond its economic consequences.     

Ecological Instability and Children’s Classroom Behavior in Kindergarten

We engage the concept of ecological instability to assess whether children’s exposure to frequent change in multiple contexts is associated with teacher reports of students’ overall behavior, externalizing behavior, and approach to learning during kindergarten. We operationalize multiple dimensions of children’s exposure to repeated change—including the frequency, concurrency, chronicity, timing, and types of changes children experience—in a nationally representative longitudinal cohort of U.S.-born children (Early Childhood Longitudinal Study-Birth Cohort, N ~ 4,750). We focus on early childhood, a period of substantial flux in children’s family and neighborhood contexts. Predicted behavior scores differ by approximately one-fifth of a standard deviation for children who experienced high or chronic exposure to ecological change compared with those who experienced little or no change. These findings emphasize the distinctiveness of multidomain ecological instability as a risk factor for healthy development that should be conceptualized differently from the broader concept of normative levels of change in early childhood environments.     

Non-Heterosexuality,Relationships, and Young Women’s Contraceptive Behavior

Non-heterosexual young women have a higher rate of unintended pregnancy than their heterosexual peers, but their fertility behaviors are understudied. We use longitudinal data from the Relationship Dynamics and Social Life study to investigate mechanisms contributing to non-heterosexual women’s higher pregnancy risk. These data include weekly reports of relationships, sex, and contraceptive use over 30 months. We compare the relationships and fertility behaviors of three groups: exclusively heterosexual (consistent heterosexual behavior, identity, and attraction); mostly heterosexual (heterosexual identity with same-sex behavior and/or same-sex attraction); and LGBTQ (any non-heterosexual identity). We find that mostly heterosexual and LGBTQ women behave differently from exclusively heterosexual women in ways likely to elevate their risk of unintended pregnancy: more distinct partners during the study period, more sexual intercourse with men, less frequent contraceptive use, less use of a dual method (condom plus hormonal method), and more gaps in contraceptive coverage. Mostly heterosexual women resemble LGBTQ women in their contraceptive behavior but have significantly more intercourse with men, which may increase their pregnancy risk relative to both LGBTQ and exclusively heterosexual women. We conclude by considering implications for LGBTQ health and the measurement of sexual minority populations.