the influence of psychosocial factors on the subjective well- being of adolescents

156 Pages·2009·0.61 MB·English

THE INFLUENCE OF PSYCHOSOCIAL
FACTORS ON THE SUBJECTIVE WELL-
BEING OF ADOLESCENTS

Natasha Basson

Dissertation submitted in accordance with requirements for the degree of

Magister Societatis Scientiae (Psychology)

in the
Faculty of Humanities
Department of Psychology
at the
University of the Free State

Bloemfontein
October 2008

SUPERVISOR: Dr H.S. van den Berg

CO SUPERVISOR: Mr Ancel George

1
Statement

I, Natasha Basson, declare that the dissertation submitted by me for the
Magister Societatis Scientiae (Psychology) degree in the Faculty of
Humanities at the University of the Free State is my own independent work
and has not previously been submitted by me at another university/faculty.
I furthermore cede copyright of the dissertation in favour of the University
of the Free State

……………………… ……………………
N Basson Date

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ACKNOWLEDGEMENTS

My sincere thanks to the following significant influences in my life:

Our Heavenly Father, for the opportunity given and the strength to
persevere.

My supervisor, Dr. HS Van den Berg, for her guidance, expert advice,
support and for her contribution to my personal growth.

My co supervisor, Mr. AA George, for allowing me to work on his data
set.

Prof KGF Esterhuyse for assisting with the statistical analysis.

The Department of Education of the Northern Cape, principals and
learners who participated in the research.

My father, Andries, for being a fine example of resilience and for always
unconditionally loving and believing in me and for teaching me, by
example, to have an attitude of appreciation and a sense of humour.

My family, for everything that they have done for me and their patience.

Jannie and my friends, for their encouragement, support and
understanding.
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I keep six honest serving men.
They taught me all I knew:
Their names are What and Why and When
And How and Where and Who.

- Rudyard Kipling
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TABLE OF CONTENTS

Statement
Acknowledgements
Abstract i
Opsomming iii

Chapter 1
INTRODUCTION AND PROBLEM STATEMENT

1.1. Problem statement 1
1.2 Research goals and questions 4
1.2.1 Overarching aim 4
1.2.2 Specific goals 4
1.2.3 Research questions 5
1.3. Methodology 5
1.3.1. Research design 5
1.3.2. Ethical considerations 5
1.4. Concept clarification 6
1.4.1. Satisfaction with life 6
1.4.2. Stressors 6
1.4.3. Resources 6
1.4.4. Coping 7
1.4.5. Adolescence 7
1.5. Delineation of the study 7

Chapter 2
SUBJECTIVE WELL-BEING

2.1. Introduction 9
2.2. Conceptualizing subjective well-being 9
2.2.1. Introduction 9
2.2.1.1. Definitions 10
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2.2.1.1.1. Definitions of subjective well-being 10
2.2.1.1.2. Definitions of Life Satisfaction 11
2.2.1.1.3. Definitions of Positive/ Negative affect 12
2.2.1.1.4. Conclusion 13
2.2.1.2. Different perspectives of subjective well-being 14
2.2.1.2.1. Personological perspective 14
2.2.1.2.2. Developmental perspective 14
2.2.1.2.3. Holistic and Integrated perspective 15
2.2.1.2.4. Conclusion 16
2.2.2. Models of well-being 16
2.2.2.1. The Wellness Model 16
2.2.2.2. Wheel of wellness and prevention 18
2.2.2.3. Ryff’s model of well-being 20
2.2.2.4. Integrated Stress and Coping model 21
2.2.2.5. Conclusion 23
2.2.3. Factors contributing to subjective well-being 23
2.2.3.1. Personal stressors/ resources 24
2.2.3.1.1. Hope 24
2.2.3.1.2. Self-esteem 25
2.2.3.1.3. Other dispositional factors 27
2.2.3.1.4. Conclusion 28
2.2.3.2. Contextual stressors/ resources 29
2.2.3.2.1. Family and Parents 29
2.2.3.2.2. Siblings 31
2.2.3.2.3. Peers 32
2.2.3.2.4. School 33
2.2.3.2.5. Financial and physical environment 33
2.2.3.2.6. Conclusion 34
2.2.3.3. Developmental stage/life crisis 35
2.2.3.4. Coping and cognitive styles 35
2.3.4.1 Definition 35
2.3.4.2 Dimensions of coping 36
2.3.4.3 Effectiveness of coping strategies 38
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2.2.3.5. Moderating variables 38
2.3.5.1 Socioeconomic/ political stability 38
2.3.5.2 Gender and Age 39
2.3.5.3 Culture 39
2.3.5.4 Conclusion 41
2.2.4. Consequences of Subjective well-being 41
2.5 Conclusion 42

Chapter 3
SUBJECTIVE WELL-BEING

3.1. Introduction 43
3.2. Adolescents 43
3.2.1Introduction 43
3.2.2 Developmental stage 43
3.2.2.1 Physical development 44
3.2.2.2 Psychological development 45
3.2.2.3 Conclusion 48
3.2.3 Developmental tasks 48
3.2.3.1Social tasks 48
3.2.3.2 Conclusion 50
3.2.4 Perspectives on adolescent well-being 50
3.3. Subjective well-being of adolescents 52
3.3.1 Introduction 52
3.3.2 Definition of adolescent well-being 52
3.3.3 Dimensions of well-being 52
3.3.4 Factors contributing to subjective well-being of adolescents 53
3.3.4.1. Hope and Self-efficacy 53
3.3.4.1.1 Hope 53
3.3.4.1.2 Self-efficacy 54
3.3.4.2 Self-esteem 55
3.3.4.3 Personality traits 56
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3.3.4.3.1 Conclusion 57
3.3.4.4 Contextual stressors/ resources 58
3.3.4.4.1 Family 58
3.3.4.4.2 Parents 59
3.3.4.4.3 Siblings 61
3.3.4.4.4 Peers 62
3.3.4.4.5 Opposite sex 63
3.3.4.4.6 School 64
3.3.4.4.7 Moderating variables 65
a) Gender and age 65
b) Culture 66
3.3.4.4.8 Conclusion 67
3.3.5 Coping and cognitive style 67
3.4. Impact of subjective well-being 69
3.5. Threats to adolescent well-being 70
3.6. Understanding and promoting adolescent well-being 73
3.7. Conclusion 75

Chapter 4
METHODOLOGY

4.1 Introduction 76
4.2 Research design 76
4.3 Aims 76
4.4 Participants 77
4.5 Data gathering 78
4.6 Measuring instruments 79
4.6.1 The Satisfaction with Life Scale 79
4.6.2 The Hope Scale 80
4.6.3 The Life Stressors and Social Resources Inventory,
Youth Form 80
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4.6.4 The Coping Orientations to the Problems Experienced
Questionnaire (COPE) 81
4.6.6 Biographical questionnaire 83
4.7 Statistical Analysis 85
4.8 Conclusion 85

Chapter 5
RESULTS AND DISCUSSION

5.1Introduction 86
5.2 Descriptive statistics 86
5.2.1 Descriptive statistics for the total group 86
5.2.2 Descriptive statistics for the white and black groups 90
5.3 Intercorrelations 93
5.3.1 Intercorrelations for the black group 94
5.3.2 Intercorrelations for the white group 98
5.4 Hierarchical regression 101
5.4.1 Hierarchical regression for the black group 102
5.4.2 Hierarchical regression for the white group 104

Chapter 6
DISCUSSION AND RECOMMENDATIONS

6.1 Introduction 107
6.2 Perspectives from the literature 107
6.3 Conclusion of results 109
6.4 Recommendations 112
6.4.1 Recommendations for research 112
6.4.2 Recommendations for practice 113
6.5 Limitations of the study 113

BIBLIOGRAPHY 115

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LIST OF FIGURES

Chapter 1

Figure 1 - The Wellness Model, (Adams, Bezner & Steinhardt, 1997) 17

Figure 2 - Wheel of wellness and prevention, (Witmer & Sweeney, 1992) 19

Figure 3 - The Integrated Stress and Coping Process Model, (Moos &
Schaefer, 1993) 21

LIST OF TABLES

Chapter 4

Table 4.1 - Frequency distribution of the sample according to
biographical variables. 78

Table 4.2 - Cronbach’s alpha-coefficients for all the measuring
instruments in this study. 84

Chapter 5

Table 5.1 - Means and standard deviations for the total research group 86

Table 5.2 - Means and standard deviations for the White group and the
Black group 90

Table 5.3 - Correlations between predictor and criterion variables for the
Black group 94

Table 5.4 - Correlations between predictor and criterion variables for the
White group 98

Table 5.5 - Contributions of the various variables to R2 for the
satisfaction with life of the Black group 102

Table 5.6 - Contributions of the various variables to R2 for the
satisfaction with life of the White group 104
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