Nonetheless, low socioeconomic group considered five wellbeing components (such as, comfort/being wealthy and success/achievements) more important than high socioeconomic group. These differences in ratings may have surfaced due to different adolescents’ socioeconomic status, culture, or overall theme of the school. Additionally, socioeconomic status moderated the relationship between centrality and perception of wellbeing in the third study. Consequently, socioeconomic unique perceptions should be combined with groups’ general perceptions in understanding wellbeing (see Study 3 Discussion section adolescents’ for reference). Other Insights and Implications The examination of freely listed responses has led to interesting insights adolescents’ regarding their understanding of wellbeing. Firstly, 98% of adolescents listed components relevant to the field of wellbeing and only two percent did not respond or listed aspects unrelated to the concept of wellbeing. This finding indicates awareness of the adolescents’ concept of wellbeing specifically a considerable number of components (551) were listed. – Moreover, multifarious pathways to wellbeing were listed. It is noteworthy, though, that adolescents mentioned relatively tangible pathways such as relationships with family and peers, sport, pets etc. than intangible constructs such as mindfulness (as discussed in Study 4 Discussion section on page 30). While explains this lack of consideration of internal dimensions as and their focus on adolescents’ occasional “narrow thinking” “material the present study has contrary results and shows appreciation of possessions”, adolescents’ such as nature and being kind/helpful. For example, it is likely that some deeper aspects adolescents are engaged in mindful activities but cannot necessarily give a name to the mental state due to lack of instruction. Therefore, adolescents should be educated about these precious concepts (such as mindfulness) early in life. Comparison of linguistic units generated for components (551) and pathways (565) implies a similar proposition. Adolescents listed 14 more pathways than components, and thus showed a greater awareness of the ways to foster wellbeing rather than the concept of wellbeing. Whether that awareness is due to interest and curiosity in enhancing wellbeing is adolescents’ largely unknown. Possibly the notion of a component is more abstract than practical ways to foster wellbeing. It is also noteworthy that participants were not imparted wellbeing education. Awareness reasons could vary, but some effortless awareness at an intuitive level of recognition is evident. of the concept not be perfect, Such “intuitive recognition” “may
Nonetheless, low socioeconomic group considered five wellbeing components (such as, comfort/being wealthy and success/achievements) more important than high socioeconomic group. These differences in ratings may have surfaced due to adolescents’ different socioeconomic status, culture, or overall theme of the school. Additionally, socioeconomic status moderated the relationship between centrality and perception of wellbeing in the third study. Consequently, socioeconomic groups’ unique perceptions should be combined with adolescents’ general perceptions in understanding wellbeing (see Study 3 Discussion section for reference). Other Insights and Implications The examination of adolescents’ freely listed responses has led to interesting insights regarding their understanding of wellbeing. Firstly, 98% of adolescents listed components relevant to the field of wellbeing and only two percent did not respond or listed aspects unrelated to the concept of wellbeing. This finding indicates adolescents’ awareness of the concept of wellbeing – specifically a considerable number of components (551) were listed. Moreover, multifarious pathways to wellbeing were listed. It is noteworthy, though, that adolescents mentioned relatively tangible pathways such as relationships with family and peers, sport, pets etc. than intangible constructs such as mindfulness (as discussed in Study 4 Discussion section on page 30). While explains this lack of consideration of internal dimensions as adolescents’ occasional “narrow thinking” and their focus on “material possessions”, the present study has contrary results and shows adolescents’ appreciation of deeper aspects such as nature and being kind/helpful. For example, it is likely that some adolescents are engaged in mindful activities but cannot necessarily give a name to the mental state due to lack of instruction. Therefore, adolescents should be educated about these precious concepts (such as mindfulness) early in life. Comparison of linguistic units generated for components (551) and pathways (565) implies a similar proposition. Adolescents listed 14 more pathways than components, and thus showed a greater awareness of the ways to foster wellbeing rather than the concept of wellbeing. Whether that awareness is due to adolescents’ interest and curiosity in enhancing wellbeing is largely unknown. Possibly the notion of a component is more abstract than practical ways to foster wellbeing. It is also noteworthy that participants were not imparted wellbeing education. Awareness reasons could vary, but some effortless awareness at an intuitive level of recognition is evident. Such “intuitive recognition” of the concept “may not be perfect,
adolescents_wellbeing_perceptions_sept_18.docx