Personal well-being during adolescence based on the PERMA model: A systematic review
Article Sidebar
Main Article Content
Abstract
(analytical)
Well-being is currently one of the most studied areas within Positive Psychology. The objective of this systematic review was to analyze existing evidence in the area of well-being in relation to each of the elements that make up the PERMA model during the last five years The methodology consisted of consulting the Web of Science and Scopus databases through the design of search formulas. A total of 42 articles were selected from different studies that covered the five dimensions of the PERMA model. The results confirm that well-being promotes positive behaviors and favors other variables such as self-esteem and academic performance. The authors also identify that well-being enhances personal development in adolescents from the articles.
Keywords: Wellness; adolescence; relationships; performance.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
You are free to:
- Share - copy and redistribute the material in any medium or format
- Adapt - remix, transform, and build upon the material
- The licensor cannot revoke these freedoms as long as you follow the license terms.
Under the following terms:
-
Attribution - You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
-
NonCommercial - You may not use the material for commercial purposes.
-
ShareAlike - If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original.
- No additional restrictions - You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
How to Cite
References
Alexander, P. A. (2020). Methodological guidance paper: The art and science of quality systematic reviews. Review of Educational Research, 90(1), 6-23. https://doi.org/ggwsgp
*Arsenault, C. E., Fisher, S., Stevens-Watkins, D., & Barnes-Najor, J. (2018). The indirect effect of ethnic identity on marijuana use through school engagement: An African American high school sample. Substance Use & Misuse, 53(9), 1444-1453. https:// doi.org/10.1080/10826084.2017.1412464
Balabanian, C., & Lemos, V. (2018). Desarrollo y estudio psicométrico de una escala para evaluar conducta prosocial en adolescentes. Revista Iberoamericana de Diagnóstico y Evaluación, 3(48), 177-188. https://doi.org/10.21865/RIDEP48.3.15
*Barragán, A. B., Pérez-Fuentes, M., Molero, M., Martos, Ã., Simón, M., Sisto, M., & Gázquez, J. J. (2021). Emotional intelligence and academic engagement in adolescents: The mediating role of self-esteem. Psychology Research and Behavior Management, 14, 307-316. https://doi.org/10.2147/PRBM.S302697
*Bayram-Özdemir, S., Sun, S., Korol, L., Özdemir, M., & Stattin, H. (2018). Adolescents' engagement in ethnic harassment: Prejudiced beliefs in social networks and classroom ethnic diversity. Journal of Youth and Adolescence, 47(6), 1151-1163. https://doi.org/ 10.1007/s10964-017-0795-0
*Bortes, C., Ragnarsson, S., Strandh, M., & Petersen, S. (2021). The bidirectional relation-ship between subjective well-being and academic achievement in adolescence. Journal of Youth and Adolescence, 50(5), 992-1002. https://doi.org/10.1007/s10964-021-01413-3
Burke, J., & Minton, S. J. (2019). Well-being in post-primary schools in Ireland: The assessment and contribution of character strengths. Irish Educational Studies, 38(2), 177-192. https://doi.org/10.1080/03323315.2018.1512887
Butler, J., & Kern, M. L. (2016). The PERMA-profiler: A brief multidimensional measure of 'ourishing. International Journal of Wellbeing, 6(3), 1-48. https://doi.org/gfvrdn
*Cabrera, M. C., Larrañaga, E., & Yubero, S. (2020). The role of emotions, moral disenga-gement and gender in supporting victims of bullying. Education Sciences, 10(12), 365. https://doi.org/10.3390/educsci10120365
Cangas, A. J., Fínez M. J., Morán C., Navarro N., & Moldes P. (2019). Mental health, new technologies, and wellbeing for adolescents. En C. Steinebach, & Ã. Langer (Eds.), Enhancing resilience in youth (pp. 233-243). Springer. https://doi.org/jhmd
Cardona-Rodríguez, F. J., Osorio-Tamayo, D. L., & Moreno-Carmona, N. D. (2017). La referencialidad, redefinida desde el bienestar subjetivo y la socialización. Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud, 15(2), 1165-1177. https://doi.org/ 10.11600/1692715x.1522525102016
Cobo-Rendón, R., Pérez, M. V., Hernández, H., & Aslan, J. (2017). Modelos multidimensionales del bienestar en contextos de enseñanza-aprendizaje: una revisión sistemática. Ecos de la Academia, 3(6), 13-28.
Csikszentmihalyi, M. (1990). Fluir: una psicología de la felicidad. Kairós.
Csikszentmihalyi, M. (1998). Aprender a fluir. Kairós.
De la Serna-Tuya, A. S., González-Calleros, J. M., & Navarro, Y. (2018). Las tecnológicas de información y comunicación en el preescolar: una revisión bibliográfica. Campus Virtuales, 7(1), 19-31.
DemirtaÅŸ, A. S. (2020). Flexibilidad cognitiva y bienestar mental en adolescentes turcos: el papel mediador de la autoeficacia académica, social y emocional. Anales de Psicología/ Annals of Psychology, 36(1), 111-121. https://doi.org/10.6018/analesps.336681
*de Vries, D., Vossen, H., & van der Kolk-van der Boom, P. (2019). Social media and body dissatisfaction: Investigating the attenuating role of positive parent-adolescent relationships. Journal of Youth and Adolescence, 48(3), 527-536. https://doi.org/gmtp5c
Domínguez, R. E., & Ibarra, E. (2017). La psicología positiva: un nuevo enfoque para el estudio de la felicidad. Razón y Palabra, 21(96), 660-679.
*Engels, M. C., Phalet, K., Gremmen, M. C., Dijkstra, J. K., & Verschueren, K. (2020). Adolescents' engagement trajectories in multicultural classrooms: The role of the classroom context. Journal of Applied Developmental Psychology, 69, 101156. https:// doi.org/10.1016/j.appdev.2020.101156
Fredrickson, B. L. (1998). What good are positive emotions? Review of General Psychology, 2(3), 300-319. https://doi.org/10.1037/1089-2680.2.3.300
Garassini, M. E. (2020). Desarrollo positivo adolescente. Manual Moderno.
*García-Alandete, J., Gallego, B., Pérez, S., & Marco-Salvador, J. H. (2019). Meaning in life among adolescents: Factorial invariance of the purpose in life test and buffering effect on the relationship between emotional dysregulation and hopelessness. Clinical Psychology & Psychotherapy, 26(1), 24-34. https://doi.org/10.1002/cpp.2327
García, D., Hernández, J., Espinosa, J. F., & José, M. (2020). Salud mental en la adolescencia montevideana: una mirada desde el bienestar psicológico. Archivos Venezolanos de Farmacología y Terapéutica, 39(2), 182-190.
Giraldez-Hayes, A. (2020). Artes e bem-estar psicológico: As artes como intervenções positivas. PÓS: Revista do Programa de Pós-graduação em Artes da EBA/UFMG, 10(20), 72-85. https://doi.org/10.35699/2237-5864.2020.20711
*Gremmen, M. C., Berger, C., Ryan, A. M., Steglich, C. E. G., Veenstra, R., & Dijkstra, J. (2019). Adolescents' friendships, academic achievement, and risk behaviors: Same-behavior and cross-behavior selection and influence processes. Child Development, 90(2), e192-e211. https://doi.org/10.1111/cdev.13045
*Griffith, J. M., Young, J. F., & Hankin, B. L. (2021). Longitudinal associations between positive affect and relationship quality among children and adolescents: Examining patterns of co-occurring change. Emotion, 21(1), 28-38. https://doi.org/gmh4mx
*Grütter, J., Gasser, L., & Malti, T. (2017). The role of cross-group friendship and emotions in adolescents' attitudes towards inclusion. Research in Developmental Disabilities, 62, 137-147. https://doi.org/10.1016/j.ridd.2017.01.004
*Gutman, L. M., & Schoon, I. (2018). Emotional engagement, educational aspirations, and their association during secondary school. Journal of Adolescence, 67(1), 109-119. https://doi.org/10.1016/j.adolescence.2018.05.014
*Hébert, E. T., Case, K. R., Kelder, S. H., Delk, J., Perry, C. L., & Harrell, M. B. (2017). Exposure and engagement with tobacco- and e-cigarette-related social media. The Journal of Adolescent Health, 61(3), 371-377. https://doi.org/gcmrpp
Hefferon, K., & Boniwell, I. (2014). Positive psychology: Theory, research and applications. Open University Press; McGraw-Hill.
*Holm, M. E., Hannula, M. S., & Bjórn, P. M. (2017). Mathematics-related emotions among Finnish adolescents across different performance levels. Educational Psychology, 37(2), 205-218. https://doi.org/10.1080/01443410.2016.1152354
*Holzer, J., Lüftenegger, M., Käser, U., Korlat, S., Pelikan, E., Schultze-Krumbholz, A., Spiel, C., Wachs, S., & Schober, B. (2021). Students' basic needs and well-being during the COVID-19 pandemic: A two-country study of basic psychological need satisfaction, intrinsic learning motivation, positive emotion and the moderating role of self-regulated learning. International Journal of Psychology, 56(6), 843-852. https:// doi.org/10.1002/ijop.12763
Kern, M. L., Benson, L., Steinberg, E. A., & Steinberg, L. (2016). The EPOCH measure of adolescent well-being. Psychological Assessment, 28(5), 586-597. https://doi.org/dzbf
*Kiuru, N., Wang, M.-T., Salmela-Aro, K., Kannas, L., Ahonen, T., & Hirvonen, R. (2020). Associations between adolescents' interpersonal relationships, school well-being, and academic achievement during educational transitions. Journal of Youth and Adolescence, 49(5), 1057-1072. https://doi.org/10.1007/s10964-019-01184-y
*Krok, D. (2018). When is meaning in life most beneficial to young people? Styles of meaning in life and well-being among late adolescents. Journal of Adult Development, 25(2), 96-106. https://doi.org/10.1007/s10804-017-9280-y
Landa-Ramírez, E., & Arredondo-Pantaleón, A. J. (2014). Herramienta pico para la formulación y búsqueda de preguntas clínicamente relevantes en la psicooncología basada en la evidencia. Psicooncología, 11(2-3), 259-270. https://doi.org/jhxf
*Lennarz, H. K., Lichtwarck-Aschoff, A., Timmerman, M. E., & Granic, I. (2018). Emotion differentiation and its relation with emotional well-being in adolescents. Cognition & Emotion, 32(3), 651-657. https://doi.org/10.1080/02699931.2017.1338177
Lerner, R. M. (2005). Promoting positive youth development: Theoretical and empirical bases. White paper prepared for the workshop on the science of adolescent health and development, national research council/institute of medicine. National Academies of Science.
Lerner, R. M., & Lerner, J. V. (2013). The positive development of youth: Comprehensive findings from the 4-H study of positive youth development. National.
Lerner, R., Agans, J., Arbeit, M., Chase, P., Weiner, M., Schmid, K., & Warren, A. (2013). Resilience and positive youth development: A relational developmental systems model. En S. Goldstein, & R. B. Brooks (Eds.), Handbook of resilience in children (pp. 293-308). Springer Science. https://doi.org/10.1007/978-1-4614-3661-4_17
Lerner, R. M., Almerigi, J. B., Theokas, C., & Lerner, J. V. (2005). Positive youth develop-ment: A view of the issues. The Journal of Early Adolescence, 25(1), 10-16. https:// doi.org/10.1177/0272431604273211
Lerner, R. M., Lerner, J. V., Lewin-Bizan, S., Bowers, E. P., Boyd, M. J., Mueller, M. K., Schmid, K. L., & Napolitano, C. M. (2011). Positive youth development: Processes, programs, and problematics. Journal of Youth Development, 6(3), 38-62. https://doi.org/ 10.5195/jyd.2011.174
*Lin, L., Somerville, G., Boursier, J., Santisteban, J. A., & Gruber, R. (2020). Sleep duration is associated with academic achievement of adolescent girls in mathematics. Nature and Science of Sleep, 12, 173-182. https://doi.org/10.2147/NSS.S237267
*Lindfors, P., Minkkinen, J., Rimpelä, A., & Hotulainen, R. (2018). Family and school social capital, school burnout and academic achievement: a multilevel longitudinal analysis among Finnish pupils. International Journal of Adolescence and Youth, 23(3), 368-381. https://doi.org/10.1080/02673843.2017.1389758
*Madan, C. R., Scott, S. M. E., & Kensinger, E. A. (2019). Positive emotion enhances association-memory. Emotion, 19(4), 733-740. https://doi.org/10.1037/emo0000465
Maganto, C., Peris, M., & Sánchez, R. (2019). El bienestar psicológico en la adolescencia: variables psicológicas asociadas y predictoras. European Journal of Education and Psycho-logy, 12(2), 139-151. https://doi.org/10.30552/ejep.v12i2.279
Meléndez, J., Agustí, A. I., Delhom, I., Reyes, M. F., & Satorres, E. (2018). Bienestar subje-tivo y psicológico: comparación de jóvenes y adultos mayores. Summa Psicológica UST, 15(1), 18-24. https://doi.org/10.18774/448x.2018.15.335
*Mesurado, B., Resett, S., Tezón, M., & Vanney, C. E. (2021). Do positive emotions make you more prosocial? Direct and indirect effects of an intervention program on pro-sociality in Colombian adolescents during social isolation due to COVID-19. Frontiers in Psychology, 12, 710037. https://doi.org/10.3389/fpsyg.2021.710037
*Metzger, I. W., Cooper, S. M., Griffin, C. B., Golden, A. R., Opara, I., & Ritchwood, T. D. (2020). Parenting profiles of academic and racial socialization: Associations with academic engagement and academic self-beliefs of African American adolescents. Journal of School Psychology, 82, 36-48. https://doi.org/10.1016/j.jsp.2020.07.001
*Mikami, A. Y., Ruzek, E. A., Hafen, C. A., Gregory, A., & Allen, J. P. (2017). Perceptions of relatedness with classroom peers promote adolescents' behavioral engagement and achievement in secondary school. Journal of Youth and Adolescence, 46(11), 2341- 2354. https://doi.org/10.1007/s10964-017-0724-2
Morán-Astorga, M. C., Menezes, E., & Ramalho, M. (2019). Afrontamiento y resilencia: un estudio con adolescentes sanos. Revista INFAD de Psicología. International Journal of Developmental and Educational Psychology, 1(2), 281-288.
Moreta-Herrera, R., López-Calle, C., Gordón-Villalba, P., Ortiz-Ochoa, W., & Gaibor González, I. (2018). Satisfacción con la vida, bienestar psicológico y social como pre-dictores de la salud mental en ecuatorianos. Actualidades en Psicología, 32(124), 111-125. https://doi.org/10.15517/ap.v32i124.31989
Morrish, L., Rickard, N., Chin, T. C., & Vella-Brodrick, D. A. (2018). Emotion regulation in adolescent well-being and positive education. Journal of Happiness Studies, 19(5), 1543-1564. https://doi.org/10.1007/s10902-017-9881-y
*Orejudo, S., Balaguer, Ã., Osorio, A., de la Rosa, P. A., & López-del Burgo, C. (2021). Activities and relationships with parents as key ecological assets that encourage personal positive youth development. Journal of Community Psychology, 50(2), 22689. https://doi.org/10.1002/jcop.22689
Organización Mundial de la Salud. (2021). Constitución de la OMS. https://www.who.int/es/about/governance/constitution
Organización Panamericana de la Salud. (2018). Aceleración mundial de las medidas para promover la salud de los adolescentes (Guía AA-HA): orientación para la aplicación en los países. Organización Mundial de la Salud.
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grim-shaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., McGuinness, L., Stewart, L., Thomas, J., Tricco, A., Welch, V., Whiting, P., & S.Moher, D. (2021). The Prisma 2020 statement: An updated guideline for repor-ting systematic reviews. BMJ, 372(71). https://doi.org/10.1136/bmj.n71
*Pekrun, R., Lichtenfeld, S., Marsh, H., Murayama, K., & Goetz, T. (2017). Achievement emotions and academic performance: Longitudinal models of reciprocal effects. Child Development, 88(5), 1653-1670. https://doi.org/10.1111/cdev.12704
Pérez-Fuentes, M. C., Gázquez-Linares, J. J., Molero-Jurado, M. M., Martos-Martínez, Ã., Barragán-Martín, A. B., & Simón-Márquez, M. M. (2021). Student burnout and engagement: Relationship with adolescent use of alcohol and attitudes towards authority. International Journal of Clinical and Health Psychology, 21(2), 100225. https:// doi.org/10.1016/j.ijchp.2021.100225
Ramírez, G. M., Collazos, C. A., Moreira, F., & Fardoun, H. (2018). Relación entre el U-Learning, aprendizaje conectivo y el estándar xAPI: revisión sistemática. Campus Virtuales, 7(1), 51-62.
Richardson, W. S., Wilson, M. C., Nishikawa, J., & Hayward, R. S. (1995). The well-built clinical question: A key to evidence-based decisions. ACP Journal Club, 123(3), A12-A13. https://doi.org/10.7326/ACPJC-1995-123-3-A12
Rodríguez, L. M., Oñate, M. E., & Mesurado, B. (2017). Revisión del cuestionario de emociones positivas para adolescentes: propiedades psicométricas de la nueva versión abreviada. Universitas Psychologica, 16(3), 1-13. https://doi.org/jh4n
Rose, T., Joe, S., Williams, A., Harris, R., Betz, G., & Stewart-Brown, S. (2017). Measuring mental wellbeing among adolescents: A systematic review of instruments. Journal of Child and Family Studies, 26(9), 2349-2362. https://doi.org/10.1007/s10826-017-0754-0
*Ruvalcaba-Romero, N. A., Orozco, M. G., Gallegos-Guajardo, J., & Nava-Fuerte, J. M. (2018). Relaciones escolares, comunicación con padres y prosocialidad como pre-dictores de emociones positivas. Liberabit. Revista Peruana de Psicología, 24(2), 183-193. https://doi.org/10.24265/liberabit.2018.v24n2.02
Sagone, E., De Caroli, M., Falanga, R., & Indiana, M. L. (2020). Resilience and perceived self-efficacy in life skills from early to late adolescence. International Journal of Adolescence and Youth, 25(1), 882-890. https://doi.org/10.1080/02673843.2020.1771599
Saldaña, C., Polo-Vargas, J., Gutiérrez-Carvajal, O. I., & Madrigal, B. E. (2020). Bienestar psicológico, estrés y factores psicosociales en trabajadores de instituciones gubernamentales de Jalisco-México. Revista de Ciencias Sociales, 26(1), 25-30.
Sánchez-Hernández, Ó., Méndez, F. X., Ato, M., & Garber, J. (2019). Prevención de síntomas depresivos y promoción del bienestar: un ensayo controlado aleatorizado del Programa Sonrisa. Anales de Psicología / Annals of Psychology, 35(2), 300-313. https:// doi.org/10.6018/analesps.35.2.342591
*Sánchez-García, M. A., Lucas-Molina, B., Fonseca-Pedrero, E., Pérez-Albéniz, A., & Paino, M. (2018). Dificultades emocionales y comportamentales en la adolescencia: relación con bienestar emocional, afecto y rendimiento académico. Anales de Psicolo-gía / Annals of Psychology, 34(3), 482-489. https://doi.org/gh65pz
Seligman, M. (1999). The president's address. American Psychological Association. https://positivepsychologynews.com/ppnd_wp/wp-content/uploads/2018/04/APA-President- Address-1998.pdf
Seligman, M. (2011). Flourish: A visionary new understanding of happiness and well-being. Free Press.
Seligman, M., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55(1), 5-14. https://doi.org/10.1037/0003-066X.55.1.5
*Spillane, N. S., Schick, M. R., Kirk-Provencher, K. T., Hill, D. C., Wyatt, J., & Jackson, K. M. (2020). Structured and unstructured activities and alcohol and marijuana use in middle school: The role of availability and engagement. Substance Use & Misuse, 55(11), 1765-1773. https://doi.org/10.1080/10826084.2020.1762652
*Timmerman, H. L., Toll, S. W. M., & Van-Luit, J. E. H. (2017). The relation between math self-concept, test and math anxiety, achievement motivation and math achievement in 12 to 14-year-old typically developing adolescents. Psychology Society & Education, 9(1), 89. https://doi.org/10.25115/psye.v9i1.465
Usán, P., & Salavera, C. (2019). El rendimiento escolar, la inteligencia emocional y el engagement académico en adolescentes. Electronic Journal of Research in Educational Psychology, 17(47), 5-26. https://doi.org/10.25115/ejrep.v17i47.1879
*van Ouytsel, J., Walrave, M., Lu, Y., Temple, J. R., & Ponnet, K. (2018). The associations between substance use, sexual behavior, deviant behaviors and adolescents' engagement in sexting: Does relationship context matter? Journal of Youth and Adolescence, 47(11), 2353-2370. https://doi.org/10.1007/s10964-018-0903-9
*Vuorre, M., Orben, A., & Przybylski, A. K. (2021). There is no evidence that associations between adolescents' digital technology engagement and mental health problems have increased. Clinical Psychological Science, 9(5), 823-835. https://doi.org/gk5rwd
*Waters, L. E., Loton, D., & Jach, H. K. (2019). Does strength-based parenting predict academic achievement? The mediating effects of perseverance and engagement. Journal of Happiness Studies, 20(4), 1121-1140. https://doi.org/10.1007/s10902-018-9983-1
*Xiong, Q., Shi, S., Chen, J., Hu, Y., Zheng, X., Li, C., & Yu, Q. (2020). Examining the link between academic achievement and adolescent bullying: A moderated moderating model. Psychology Research and Behavior Management, 13, 919-928. https://doi.org/ 10.2147/prbm.s278453
*Yau, P. S., Cho, Y., Shane, J., Kay, J., & Heckhausen, J. (2021). Parenting and adolescents' academic achievement: The mediating role of goal engagement and disengagement. Journal of Child and Family Studies, 31, 897-909. https://doi.org/gptc22
Yepes-Núñez, J. J., Urrútia, G., Romero-García, M., & Alonso-Fernández, S. (Trads.) (2021). Declaración PRISMA 2020: una guía actualizada para la publicación de revisiones sistemáticas. Revista Española de Cardiología, 74(9), 790-799. https://doi.org/g7qm
*Yépez-Tito, P., Ferragut, M., & Blanca, M. J. (2021). Fortalezas psicológicas como factores protectores frente a la participación de adolescentes en comportamientos de sexting. Anales de Psicología / Annals of Psychology, 37(1), 142-148. https://doi.org/jh5m
*Yu, C., Xie, Q., Lin, S., Liang, Y., Wang, G., Nie, Y., Wang, J., & Longobardi, C. (2020). Cyberbullying victimization and non-suicidal self-injurious behavior among Chinese adolescents: School engagement as a mediator and sensation seeking as a moderator. Frontiers in Psychology, 11, 572521. https://doi.org/10.3389/fpsyg.2020.572521
*Zawadzka, D., Korycka, M., & Mazur, J. (2019). The sense of meaning of life as a factor protecting lower-secondary school youth against the fear of missing out. Psychiatria i Psychologia Kliniczna, 19(4), 391-397. http://dx.doi.org/10.15557/PiPK.2019.0042
*Zawadzka, D., Korzycka, M., & Oblacińska, A. (2018). Sense of meaning in life as a factor protecting middle school adolescents from perpetrating and experiencing peer vio-lence. Psychiatria i Psychologia Kliniczna, 18(4), 340-353. https://doi.org/jh5n
*Zhang, R., Li, D., Chen, F., Ewalds-Kvist, B. M., & Liu, S. (2017). Interparental con'ict relative to suicidal ideation in Chinese adolescents: The roles of coping strategies and meaning in life. Frontiers in Psychology, 8, 1010. https://doi.org/gbmhrd
*Zhao, Y., Zheng, Z., Pan, C., & Zhou, L. (2021). Self-esteem and academic engagement among adolescents: A moderated mediation model. Frontiers in Psychology, 12, 690828. https://doi.org/10.3389/fpsyg.2021.690828