Hennessey Alexandra, MacQuarrie Sarah, Petersen Kimberly J
Manchester Institute of Education, School of Environment, Education and Development, The University of Manchester, Oxford Road, Manchester, M13 9PL, UK.
School of Education, University of Leeds, Woodhouse, Leeds, LS2 9JT, UK.
BMC Psychol. 2024 Dec 4;12(1):720. doi: 10.1186/s40359-024-02196-5.
Understanding wellbeing in adolescents and within education settings is crucial to supporting young people. However, research defining and exploring wellbeing has typically taken a focus on subjective, psychological, social and emotional domains and has failed to incorporate aspects of physical health and wellbeing. This study aimed to explore how both physical and subjective and psychological wellbeing can be combined to generate different profiles of wellbeing in adolescents, and to understand the characteristics associated with this profile membership.
366 adolescents aged 11-16yrs (mean age 12.75) from three mainstream secondary schools across England completed an online survey capturing demographic characteristics, physical, subjective and psychological wellbeing, physical activity, emotional literacy, school belonging, and perceptions of learning ability. Latent profile analysis used a data driven approach to explore profiles of wellbeing using physical wellbeing and positive emotional state and positive outlook as predictors of profile membership. To understand profile characteristics demographics, physical activity and educational variables were added as co-variates.
Three profiles were identified, (1) low wellbeing (n = 68, 19%) displaying low scores across physical wellbeing, positive emotional state and positive outlook, (2) moderate wellbeing (n = 168, 46%) characterised by average levels across physical wellbeing, positive emotional state and positive outlook, and (3) high wellbeing (n = 128, 35%) showing high score across physical wellbeing, positive emotional state and positive outlook. Compared to the high wellbeing profile, the moderate and low profiles membership was characterised by being older, being a girl, lower perceived socio-economic status, fewer hours of physical activity a week, and lower emotional literacy, school belonging and perceptions of learning.
The results evidence that physical, subjective and psychological wellbeing are closely inter-related, this finding coupled with increased physical activity in the higher wellbeing group signify physical health and activity are important components of overall wellbeing and should form part of a holistic approach to school wellbeing curriculums.
了解青少年的幸福状态以及教育环境中的幸福状态对于支持年轻人至关重要。然而，界定和探索幸福的研究通常聚焦于主观、心理、社会和情感领域，未能纳入身体健康和幸福的方面。本研究旨在探讨如何将身体、主观和心理健康相结合，以在青少年中产生不同的幸福状态概况，并了解与这种概况归属相关的特征。
来自英格兰三所主流中学的366名11至16岁（平均年龄12.75岁）的青少年完成了一项在线调查，该调查涵盖人口统计学特征、身体、主观和心理健康、身体活动、情绪素养、学校归属感以及学习能力认知。潜在概况分析采用数据驱动方法，以身体健康、积极情绪状态和积极展望作为概况归属的预测因素，探索幸福状态概况。为了解概况特征，将人口统计学、身体活动和教育变量作为协变量添加进来。
确定了三种概况，（1）低幸福状态（n = 68，19%），在身体健康、积极情绪状态和积极展望方面得分较低；（2）中等幸福状态（n = 168，46%），其特征是在身体健康、积极情绪状态和积极展望方面处于平均水平；（3）高幸福状态（n = 128，35%），在身体健康、积极情绪状态和积极展望方面得分较高。与高幸福状态概况相比，中等和低概况归属的特征是年龄较大、为女孩、感知到的社会经济地位较低、每周体育活动时间较少，以及情绪素养、学校归属感和学习认知较低。
结果表明，身体、主观和心理健康密切相关，这一发现加上高幸福状态组中身体活动的增加，表明身体健康和活动是整体幸福的重要组成部分，应成为学校幸福课程整体方法的一部分。
