Correlation Between Life Satisfaction and Psychological Well-being in Adolescence PDF

CORRELATION BETWEEN LIFE SATISFACTION AND PSYCHOLOGICAL WELL-BEING IN ADOLESCENCE Bachelor of Arts in Psychology (Hons.) (BPCE 144) DISSERTATION Submitted by Name: Shalni Tejas P S Enrollment No: 200545674...

CORRELATION BETWEEN LIFE SATISFACTION AND PSYCHOLOGICAL WELL-BEING IN ADOLESCENCE Bachelor of Arts in Psychology (Hons.) (BPCE 144) DISSERTATION Submitted by Name: Shalni Tejas P S Enrollment No: 2005456743 Regional Centre: Trivandrum Study Centre: Mar Ivanious Guide: Dr. Sobha S Year: 2024 Discipline of Psychology School of Social Sciences (SOSS) Indira Gandhi National Open University 1  (IGNOU) Maidan Garhi, New Delhi – 110068 APPENDIC – IV CERTIFICATE OF ORGINALITY (For submission of Dissertation) This is to certify that the Dissertation Report titled “__________________________________ __________________________________________________________________________” Submitted to Indira Gandhi National Open University in partial fulfilment of the requirement for the award of BA Psychology Honours (BAPCH) is an original work carried out by Mr./Ms.________________ (Enrollment Number: ____________________). The matter included in the Dissertation report is a genuine work done by the student and has not been submitted whether to this University or to any other University/Institute for the fulfilment of the requirement of any course of study. The content of dissertation report has been checked for plagiarism. Signature of the Learner Signature of the Academic Counsellor Name: Name: Enrollment Number: Designation: Place: Name of Institution/Organisation: Date: Date: 2  APPENDIX – V ACKNOWLEDGEMENT (For submission of Dissertation) This is to acknowledge that Ms./Mr …………………………………………………………… Enrollment No ………………………………………… of BAPCH programme has submitted the Dissertation at the Regional Centre …………………………… Date: Signature (with Seal) Received by 3  APPENDIX – VI EVALUATION SCHEME FOR DISSERTATION (To be filled by the External Examiner) Name of the Programme: BAPCH Course Code: Study Centre: Regional Centre: Name of the Learner: Enrollment No: SI.No Components Maximum Marks Marks Obtained 1. Introduction and Review of Literature 15 2. Rationale of the Study 5 3. Methodology 20 4. Results, Discussion and Conclusion 20 5. Implications, Future Suggestions & Limitations 5 6. References 5 TOTAL (DISSERTATION REPORT) 7. Viva-Voice 30 GRAND TOTAL MARKS (Report +Viva) 100 Observation and Comments:_________________________________________ ________________________________________________________________ ________________________________________________________________ Signature________________________________________________________ Name & Address of External Examiner ________________________________ Date: Note: 1) Minimum pass marks are 24.5 out of 70 (dissertation report) and 10.5 out of 30 (viva voce). 2) Marks are to be given for each of the components. 4 3) The external examiner is required to write observation and comments regarding the dissertation report and viva voce. ABSTRACT The aim of the present study was to investigate differences in life satisfaction (LS) and psychological well-being (PWB) among adolescents. This study examines the relationship between life satisfaction and psychological well-being in adolescents, with a focus on the influence of gender. Two hypotheses were tested: (1) there is no significant correlation between life satisfaction and psychological well-being, and (2) there is no significant influence of gender on these variables. Data were collected through an online survey using the Satisfaction with Life Scale (SWLS) and Psychological Well-Being (PWB) scale. Descriptive statistics, correlation analysis, and independent samples t-tests were employed for analysis. Results indicated a moderate positive correlation (r = 0.399, p < 0.001) between life satisfaction and psychological well-being, suggesting that higher life satisfaction is associated with higher psychological well-being among adolescents. Thus, the first hypothesis was rejected, confirming a significant relationship between the two variables. The analysis also revealed no significant differences in life satisfaction (p = 0.906) or psychological well-being (p = 0.783) between male and female participants. This supports the second hypothesis, indicating that gender does not significantly influence either life satisfaction or psychological well-being in this sample. These findings contribute to understanding mental health in adolescence by highlighting the interplay between life satisfaction and psychological well-being, while demonstrating that gender is not a significant factor in these experiences. Keywords: Life satisfaction, Adolescence, Well-being. 5  TABLE OF CONTENT SI.No TITLE PAGE No. 1 INTRODUCTION 7 2 REVIEW OF LITERATURE 16 3 RATIONALE OF THE STUDY 23 4 METHODOLOGY 26 5 RESULTS AND DISCUSSION 29 6 CONCLUSION AND IMPLICATIONS 40 7 DELIMITATION, LIMITATION AND FUTURE 44 SUGGESTIONS 8 REFERENCES AND APPENDIXES 6 CHAPTER 1 INTRODUCTIO N 7 Introduction The adolescent phase is one of the most dynamic and transformative periods in human development, marked by significant biological, emotional, psychological, and social changes. It is during adolescence that individuals form a deeper understanding of themselves, their relationships with others, and their place in the world. This period can be both exhilarating and challenging as adolescents navigate new experiences, expectations, and transitions into adulthood. Central to this journey is the concept of life satisfaction, a subjective measure of how individuals evaluate the quality of their lives, which plays a critical role in shaping an adolescent’s overall well-being. Equally important is psychological well-being, a multifaceted construct encompassing emotional, psychological, and social aspects of mental health. The correlation between life satisfaction and psychological well-being in adolescence is a topic of growing interest as researchers, educators, and health professionals recognize the importance of fostering positive developmental outcomes in this population. Adolescence, typically defined as the period between ages 10 and 19, is a time when individuals experience profound changes that affect their self-perception and their interactions with the world. The development of cognitive abilities, emotional regulation, and identity formation are key components of this stage, and they occur in tandem with external pressures related to school, social relationships, and, increasingly, the digital world. Adolescents are tasked with developing a sense of autonomy while simultaneously seeking validation from their peers and society. These dynamics can either contribute to or detract from their sense of life satisfaction, 8 which is the degree to which they feel their needs are being met and their lives are progressing in a fulfilling way. Life satisfaction is an important construct in positive psychology. Many people face problems in their life but adolescence have more adjustment problems as well as they have to tackle their increasing social circle. Change is a rule for life as time passes person have to modify him and they have to face many challenges in their life. Because adolescents leaving that stage of life and becoming adults so they have to face many challenges as well as mental health issues. But after a long time it is defined in positive ways. That is, psychological well-being is not only absence of distressful symptoms. Models of positive functioning has basic concept that to modify and increase individual strength and capacities that increase one’s psychological wellbeing and that is a protective factor against psychological distress Psychological well-being Psychological well-being has been defined within the eudaimonic perspective as the development of one’s true potential. This is in contrast to the subjective well-being view. Psychological well-being is viewed as the result of a life well-lived and is an important factor in students successfully adapting to college/university life. For this reason, this construct usually includes dimensions such as self-acceptance, positive relationships, autonomy, environmental mastery, personal growth and purpose-in-life. Students attending university have to adjust to a new learning context and are under increased academic pressure. This stage is considered to be one of the highest anxiety and lowest psychological well-being phases in the life cycle, with high levels of psychological distress compared with the general population. Several studies have reported lower levels of psychological well-being in students attending university. In a recent study by Sandoval et al, a high percentage of university students 9 exhibited a medium degree of psychological well-being, indicating that it is an indicator of their degree of adjustment adaptation. Psychological well-being is used to describe an individual’s emotional health and overall functioning, at the most basic level, psychological well-being (PWB) is quite similar to other terms that refer to positive mental states, such as happiness or satisfaction. Psychological wellbeing has two important facets, First of these refers to the extent to which people experience positive emotions and feelings of happiness, Second subjective well-being is a necessary part of overall psychological well-being but on its own it is not enough. Happiness or subjective well-being tend to have attribution styles that are more self-enhancing and more enabling than those low in subjective well-being, suggesting that positive emotions can lead to positive cognitions which, in turn, contribute to further positive emotions. Well-being has been defined as the combination of feeling good and functioning well, the experience of positive emotions such as happiness and contentment as well as the development of one’s potential, having some control over one’s life, having a sense of purpose and experiencing positive relationships. Positive functioning encompasses six dimensions of psychological well-being: selfacceptance, positive relations with others, personal growth, purpose in life, environmental mastery and autonomy. Happiness can be understand as an emotional state that is characterized by feelings of joy, satisfaction, contentment and fulfillment. Sustainable well-being does not mean individuals have to be happy and always feel good, it recognizes painful emotions, including disappointment, grief and failure as a part of anybody’s normal life. Psychological well-being involves positive relationships that people develop with others, feeling of autonomy, proficiency over self and resources and personal growth and development, it involves all those that add purpose to life and makes it meaningful. Life satisfaction is a measures of a person’s overall well-being assessed in terms of mood relationship satisfaction, achieved goals, 10 selfconcept and self -perceived ability to cope with life. Relationships are more likely to feel happier and satisfied with their lives, physical and mental health problems, healthy relationships can increase your sense of worth and belonging and help you feel less alone. Expression of positive emotions depends on the positive functioning of physical, psychological and social functioning, in other words we can say that happiness is the combination of physical, psychological and social well-being. Happiness is a mental or emotional state of well-being characterized by positive or pleasant emotions ranging from contentment to intense joy, related to the fulfilment of needs: Maslow told three types of need such as basic needs; Psychological Needs and Self-Fulfilments Needs. Happiness, Positive Psychology and Well-Being The concept of happiness the corner stone of the assumption of positive psychology, Happiness is characterized by the experience of more frequent positive affective states than negative ones as well as a perception that one is progressing towards important life goals. Hedonic Well-Being Hedonic well-being is based on the notion that increased pleasure and decreased pain leads to happiness. Hedonic concepts are based on the notion of subjective well-being is scientific term that is commonly used to denote the ‘Happy or Good Life’, it comprises of an affective component (high positive affect and low negative affect) and a cognitive component (satisfaction with life). Eudaimonic Well-Being Eudaimonic well-being on the other hand, is strongly reliant on Maslows ideas of selfactualization and Rogers concept of the fully functioning person and their subjective 11 wellbeing, Eudaimonic happiness is therefore based on the premise that people feel happy if they experience life purpose, challenges and growth. Positive psychology is happiness from both hedonic and eudaimonic in which they define happiness in term of the pleasant life and good life. Pleasure is the process of maximizing positive emotion and minimizing negative emotion and is referred to as the pleasant life which involves enjoyable and positive experience. Engagement is the process of being immersed and absorbed in the task at hand and is referred to as the good life which involves being actively involved in life and all that it requires and demands. Meaning is the process of having a higher purpose in life than ourselves and is referred to as the meaningful life which involves using our strengths and personal qualities to serve this higher purpose. Life satisfaction is a bit more complex than it seems, the term is sometimes used interchangeably with happiness. Life satisfaction measures are generally subjective, or based on the variables that an individual finds personally important in their own life, Quality of life is another measure of satisfaction or wellbeing, it is associated with living conditions like the amount and quality of food, the taste of ones health. There are two main types of theories life satisfaction; Bottom-up theories; life satisfaction as a result of satisfaction in the many domains of life. Top-up theories; life satisfaction as an influencer of domain-specific satisfaction. Relationship maintaining a strong relationship requires constant care and communication and certain traits have been shown to be especially important for fostering healthy relationships. Acquiring the skills to make a connection last is hard work and threats may spring up without notice, in short term, casual relationships. Happiness is an immediate, in-the moment experience; although enjoyable, it is ultimately fleeting. A healthy life certainly includes moments of happiness, but happiness alone usually does not make for a fulfilling and satisfying life 12 Life Satisfaction positive psychological well-being Life satisfaction is one’s perception of their life and medical professionals use quantitative measures to determine ones satisfaction with life, Physical, emotions and mental wellbeing, satisfaction from interpersonal relationships, ability to make choices about one’s life Psychological well-being, on the other hand, encompasses a broader range of mental health indicators, including emotional functioning, positive relationships, self-acceptance, autonomy, and a sense of purpose in life. Psychological well-being is often viewed through the lens of two primary models: the hedonic model, which emphasizes pleasure and happiness, and the eudaimonic model, which focuses on personal growth, meaning, and self-actualization. For adolescents, achieving psychological well-being involves navigating the challenges of identity development, managing emotions, building resilience, and maintaining a balance between personal goals and external demands. Adolescents with strong psychological well-being tend to demonstrate better coping mechanisms, greater emotional stability, and stronger interpersonal relationships, which can serve as protective factors against the stressors inherent in this developmental stage. Importance of life satisfaction: Overall, Health: In additional people who are more satisfied with life tend to be physically active and have fewer sleep problems, as exercise and sleep are vital to overall health. Surgery Outcomes: Immunity is key to healing faster surgery, the happiness and satisfaction can boost your immune system, high life satisfaction will likely have better surgical outcomes. Postoperative satisfaction of these patients was significantly related to self-esteem and life satisfaction. Mental health: High satisfaction with life leads to improved psychological wellbeing with mood stability, positive thoughts, optimism and a clear purpose in life, self- reported poor mental health and lower life satisfaction. Longevity: High life satisfaction have 13 reduced risk of mortality, this is not surprising given the positive correlations between life satisfaction and overall health. Maintain a consistent daily routine for put another way, exercise, and periodically check-in on your breathing Life satisfaction is an essential element of subjective well-being and reflects an individual’s overall evaluation of their quality of life based on their personal standards and expectations. For adolescents, life satisfaction is influenced by various factors such as family relationships, peer interactions, academic performance, and leisure activities. Positive experiences in these areas often lead to higher life satisfaction, while negative experiences can diminish it. Importantly, life satisfaction is not a static construct; it fluctuates based on the adolescent’s experiences and developmental trajectory. Adolescents with higher life satisfaction tend to exhibit better psychological adjustment, higher self-esteem, and more positive relationships with others. Conversely, low life satisfaction has been associated with a range of negative outcomes, including anxiety, depression, and behavioral problems. The correlation between life satisfaction and psychological well-being in adolescence is critical because these constructs are deeply interconnected. Life satisfaction can be seen as both an outcome and a predictor of psychological well-being. Adolescents who report high levels of life satisfaction are often better equipped to cope with the challenges they face, exhibit greater emotional and psychological resilience, and experience more positive mental health outcomes. They are also more likely to have supportive relationships with family and peers, perform better academically, and engage in healthy behaviors. These positive outcomes, in turn, reinforce their psychological well-being, creating a feedback loop that promotes overall mental health. Adolescents with low life satisfaction are more vulnerable to experiencing negative psychological outcomes, including increased rates of depression, anxiety, and low self-esteem. Life dissatisfaction can lead to a sense of hopelessness or alienation, which can exacerbate 14 mental health issues and hinder an adolescent’s ability to cope with stress or adversity. This negative spiral can result in behavioral problems, academic underachievement, and strained relationships, further diminishing their psychological well-being. Therefore, exploring the correlation between these two constructs not only provides insight into adolescent development but also highlights the importance of early interventions to promote mental health and wellbeing during this critical stage. Several factors contribute to life satisfaction and psychological well-being during adolescence. Family dynamics play a particularly important role. Adolescents who experience close, supportive relationships with their parents and caregivers are more likely to report higher levels of life satisfaction and psychological well-being. These relationships provide a secure foundation for the adolescent to explore their identity and develop autonomy, while also offering emotional support during times of stress. family conflict, neglect, or a lack of emotional support can lead to lower life satisfaction and compromised psychological wellbeing. Peer relationships are another crucial factor influencing life satisfaction and psychological well-being in adolescence. As adolescents become more independent from their families, they increasingly turn to their peers for social support and validation. Positive peer relationships can boost an adolescent’s self-esteem, provide a sense of belonging, and enhance their overall life satisfaction. On the other hand, experiences of peer rejection, bullying, or social exclusion can negatively impact an adolescent’s mental health, leading to feelings of loneliness, anxiety, and depression. The rise of social media has added a new layer of complexity to peer interactions, with both positive and negative implications for adolescents’ life satisfaction and psychological well-being. Academic performance and school environment also play significant roles in shaping an adolescent’s life satisfaction and psychological well-being. School is a major source of stress 15 for many adolescents, with academic pressure, teacher expectations, and social dynamics all contributing to their overall sense of well-being. Adolescents who feel competent and supported in their academic endeavors are more likely to report higher life satisfaction and psychological well-being. In contrast, those who struggle academically or face harsh criticism from teachers may experience lower life satisfaction and negative mental health outcomes. CHAPTER 2 REVIEW OF LITERATURE 16 Review of literature As per a cross-sectional review directed by Cripps, K. et al (2009) that comprised of an example of 822 kids between the ages of 6 to 11 out of a metropolitan setting, it was seen that an enormous number i.e., 38.5% of the kids were discovered to be at danger of mental aggravation. Out this example, just a stunning 11% of youngsters at hazard got treatment in psychological wellness settings, less than in schools (37%) or clinical settings (13%). The discoveries plainly show the need to painstakingly consider the different components of psychopathology for arranging future exploration so that these amazing numbers can be worked upon. Diener et al. (1985) defined life satisfaction as a cognitive evaluation, which individuals make by comparing their current life circumstances with their perceived ideal life. For adolescents, life satisfaction is influenced by several factors, including family relationships, peer interactions, academic success, and leisure activities (Gilman & Huebner, 2006). The importance of life satisfaction during adolescence cannot be overstated, as research indicates that it is closely linked to overall mental health and well-being (Proctor, Linley, & Maltby, 2009). Shek (2005) found that adolescents who experience supportive and nurturing family relationships report higher levels of life satisfaction. Parental warmth, effective communication, and parental involvement are key predictors of higher life satisfaction among adolescents. In contrast, family conflict, neglect, or a lack of parental support can lead to lower life satisfaction and subsequent psychological problems. 17 Oberle et al. (2011) suggests that peer acceptance and the quality of peer interactions are crucial in determining adolescents’ levels of life satisfaction. Conversely, experiences of peer rejection, bullying, or social exclusion can lead to lower life satisfaction and increase the risk of mental health issues such as depression and anxiety. Roeser, Eccles, and Sameroff (2000) found that academic success and a positive school environment were positively associated with higher life satisfaction in adolescents. Adolescents who feel competent and supported in their academic pursuits are more likely to experience positive emotions and higher levels of life satisfaction. Conversely, academic struggles, negative teacher-student relationships, and school-related stress are associated with lower life satisfaction and negative mental health outcomes. Ryff’s (1989) model of psychological well-being highlights six key dimensions: selfacceptance, positive relationships with others, autonomy, environmental mastery, purpose in life, and personal growth. These dimensions are essential for understanding psychological wellbeing during adolescence, a period characterized by identity formation, emotional development, and social challenges. Suldo and Huebner (2004) found that adolescents with low psychological well-being were more likely to experience emotional distress, low self-esteem, and difficulties in maintaining positive relationships. These adolescents are also more vulnerable to stressors such as academic pressure, peer conflict, and family dysfunction, which can further compromise their mental health. Huebner et al. (2004) conducted a longitudinal study that demonstrated how high life satisfaction in adolescence predicted better psychological outcomes over time. Adolescents who reported higher life satisfaction were less likely to experience depression, anxiety, or emotional distress in subsequent years. Conversely, low life satisfaction was associated with 18 poorer psychological outcomes, including increased risk of mental health issues and behavioral problems. Proctor et al. (2009) argue that life satisfaction is an essential component of psychological well-being, as it reflects the adolescent’s subjective evaluation of their life circumstances. High life satisfaction contributes to positive self-concept, emotional stability, and the ability to form and maintain healthy relationships. Park (2004) found that adolescents who reported low life satisfaction were more likely to engage in risky behaviors, experience peer conflict, and perform poorly in school. These negative outcomes further compromised their psychological well-being, creating a cycle of dissatisfaction and mental health challenges. An examination analysed the parental bond and psychological well-being in 365 guys and female understudies of secondary school in Israel on parental Bonding Instrument (PBI), Brief Manifestation Inventory (BSI), General Well-Being (GWB), Perceived Social Support (PSS) and Social Desirability Scale. An examination of the equivalent with Australian young people yielded results highlighting female understudies announcing more maternal consideration when contrasted with male juvenile understudies. Likewise, understudies announcing raised consideration and low control revealed less misery, better social help and better broad prosperity when contrasted with different gatherings. Understudies revealing low consideration and high control demonstrated the most elevated BSI scores and least GWB and PSS scales (Ryff, C.D. 1998). An investigation on secondary school youths in Iran comprising of a genuinely high example (4500) uncovered that when contrasted with young men, more young ladies experienced emotional well-being issues and furthermore showed that a critical segment of young people in 19 schools are in need for intercessions in the structure or guiding or treatment of some nature (Cardak, M. 2013). Further on preventive measures, preventive sciences have been a field that is being quick sought after to achieve positive changes in the social patters of the kids. Be that as it may, even some great projects have neglected to keep in check the adequacy and uprightness of the program (Christopher, J.C. 1999). Another test being, on repeating the program, it is hard to decide the quality and the devotion with which the projects are done In the event of Indian young people, there is a high predominance of conduct issues revealed. Sex, scholarly challenges, parental battles, stressed family connections, school dropout and other school related issues assume a function in framing the standards of conduct in teenagers. Likewise, there are different viewpoints that also need further centre like impact of working moms, being in an administration foundation, parental inclusion and so forth which may prompt mental problems (Perez, J. A. 2012). According to Glozah, F. N. (2013), the financial disparity has expanded in numerous components of juvenile wellbeing. This angle likewise concurs with inconsistent dissemination of pay between the various layers of the general public. The developing holes in juvenile wellbeing could demonstrate at future imbalances in grown-up wellbeing and this requirement to be considered at the hour of strategy making. The connections the teenagers have with their family, companions and individuals of the social circle they live in is significant and structures the premise of their social advancement. It is regularly observed that teenagers are genuinely depended and put resources into their friends. This reliance isn't unsafe as long as their relationship is positive and there is no negative friend strain to enjoy some movement or conduct as an image of status. 20 In a family framework, immaturity is where most guardians begin tuning in also, considering a youngster's perspectives and treats them as grown-ups. In this period of life, there is a great deal of contention among parent and the young adult. The contentions frequently demonstrate issues identified with control, agreeableness, values and so on. The impact of companions comes into play here too in view of the crack between the guardians and the kids in this stage In an investigation by Perez, J. A. (2012) comprising of 61 young people, it was discovered that the fundamental driver of stress among adolescents was: their associations with loved ones, execution and desires at school and home, monetary weight and striking of a misfortune. For a young person who encounters episodes of stress and handles it by tuning in to music or investing energy with companions or perusing a book or basically by drawing in one's self in exercises that give joy, will undoubtedly adapt and confront the circumstances in a superior what's more, typical way. While it is essential to note down the standard of conduct and psychosomatic indications, it turns out to be similarly significant for the grown-ups to understand that most youngsters have their own movement of gaining from life encounters and each juvenile has various available resources of adapting to pressure. In this manner, separating between the two extraordinary circumstances gets significant. At the point when the impacts of life occasions were tried in a longitudinal plan if there should arise an occurrence of teenagers and their folks with the models being misery, nervousness and self regard, the examination illuminated the way that critical impact was available for the juvenile's controllable however not wild negative encounters. Besides, the examination additionally uncovered that the given impact was the immediate aftereffect of a critical connection between introductory change and subsequent event of controllable life stress. Additionally, stress would be secured if there should arise an occurrence of positive life occasions however this marvel was restricted to young lady just (Glozah, F. N., 2013). 21 Stress is an inescapable and a significant and fundamental part in the arrangement of immaturity. An examination zeroing in on the juvenile stressors was led on the premise of the pool of new things demonstrated by the youths to show the different stressors experienced by them and choosing the words best depicted by them. The scale along these lines created was regulated on a huge example and was discovered to be a substantial proportion of juvenile pressure (tension, wretchedness). The scale can be utilized for the estimation of young adult pressure in both exploration and clinical settings (Ozgen, M. K. 1997) An examination directed by Huan et.al, (2008) inspected the impact of the different parts of a juvenile's life on their scholastic pressure. The area of the examination was Singapore and the examination investigated four unique parts of youths. The perspectives were: family, individual, friend and school stresses. The job that sex played in this was likewise analysed. In the Kerala setting, youngsters face a gigantic weight of execution in assessment. They keep climbing the stepping stool of schooling and the strain to perform and to accomplish a specific high continues stressing them. An examination led by Ryff, C.D. & Singer, B. (1998) demonstrates the impact of school requests on the emotional states of the teenagers. The examination included 100 metropolitan working class eight graders. These youngsters apparently were burning through 33% of their waking time in school related exercises and homework incidentally caused negative condition of brains. Another significant thing to be remembered is these negative states were most seen when the understudy got their work done. Students who were more occupied with other comfortable exercises confronted more great condition of psyches. Hopefulness can be viewed as an exceptionally advantageous mental trademark that is related with progress, actual prosperity and determination. In the present examination world, confidence ends up being the most and necessary piece of positive brain research (Peterson, 2000) 22  CHAPTER 3 RATIONALE OF THE STUDY 23 Rationale of the study Adolescence is a crucial time in life. It’s when people deal with lots of tough stuff. Think identity, emotions, & uncertainty about what’s next. It can be like a “storm and stress” phase. This time brings special challenges, both mental & physical. Teens often feel emotions more strongly and might face mental health problems.World full of competition and pressure, it’s super important for them to learn how to cope in healthy ways. Studies show that things like life satisfaction and mental well-being really help teens handle these tough times. Life satisfaction is linked to feeling better overall, having higher self-esteem, & making good friends, all of which boost an adolescent’s mental health. Even though we know these things matter, there’s still not a lot of information about how life satisfaction connects to psychological well-being in teens. This study wants to look closer at how life satisfaction affects the mental health of teenagers. Understanding this could give us great ideas on how to help teens improve their coping skills, resilience, & overall mental health. By pointing out how life satisfaction plays a role, this study hopes to aid in creating better programs focused on supporting adolescent mental well-being. 24  CHAPTER 4 METHODOLOGY 25 Methodology Objectives of the study Based on the proposed research problem, the present study aims at the following objectives To measure life satisfaction in adolescents To assess psychological well-being in adolescents To analyze the correlation between life satisfaction and psychological well-being To find out the influence of gender on life satisfaction and psychological well-being. To develop recommendations for interventions. Hypothesis There is no significant correlation between life satisfaction and psychological wellbeing in adolescents There is no Influence of gender on Life Satisfaction and Psychological Well-Being Tools Psychology Wellbeing Questionnaire (PWBQ): The PWBQ, developed by Ryff C.D., is a widely used self-report measure that assesses various dimensions of well-being and subjective happiness. It consists of multiple items that capture different aspects of psychological well-being, including self-acceptance, positive relations with others, autonomy, environmental mastery, purpose in life, and personal growth. Participants rate the extent to which each statement reflects their personal experiences or feelings. The PWBQ allows for the assessment of subjective well-being and life satisfaction. By employing these established and validated questionnaires, the study ensures the reliability and validity of the collected data. The instruments provide standardized measures to assess emotion regulation 26 strategies and subjective well-being. They have been widely used in previous research and have demonstrated good psychometric properties, enhancing the robustness of the study's findings. Satisfaction with Life Scale (SWLS) The Satisfaction with Life Scale (SWLS) is a concise, 5-item questionnaire developed by Diener et al. (1985) to assess overall life satisfaction. Respondents use a Likert scale to rate their agreement with each item, typically completing the scale in about one minute. The SWLS provides a global cognitive judgment of one’s satisfaction with life, offering a quick and reliable measure for researchers and clinicians. It has been widely used in psychological assessments and research, demonstrating strong psychometric properties. Sample A sample refers to a smaller, manageable version of a larger group. It is a subset containing the characteristics of a larger population. The sample selection process depends on the objectives and the nature of the sample. A random sampling method will be used for this particular study. Researchers use a probability sampling method to generate a pool of participants for a research study through referrals made by individuals who share a specific characteristic of research interest with the target population. One hundred individuals will be selected for the present study, including adolescents (between 10 and 19 years). Data analysis In order to analysed the scores obtained from all the participants, each score of the individuals was code and input into IBM SPSS-25, a data analysis software. To find out the well-being and life satisfaction independent sample t- test was employed. 27  CHAPTER 5 RESULTS AND DISCUSSION 28 Results and Discussion In this section, we present the results and analysis of our study examining the relationship between life satisfaction and psychological well-being in adolescents. The study aims to test two specific hypotheses:(1) there is no significant correlation between life satisfaction and psychological well-being in adolescents, (2) there is no influence of gender on life satisfaction and psychological well- being. Data was collected through Google Forms, with participants responding to questions related to life satisfaction and psychological well-being, along with demographic variables. First, we will present the descriptive statistics for both life satisfaction and psychological wellbeing. Descriptive statistics provide an overview of the central tendencies and variability within our data, offering insights into the general distribution of scores among the participants. This initial analysis will help us understand the average levels of problem solving ability and achievement motivation, as well as the spread of scores across the sample. Following the descriptive statistics, we will utilize scatter plot and bar plot to visually represent the scores of life satisfaction and psychological well-being. These visualisations will also include a comparison of mean scores based on gender, allowing us to clearly see any differences between male and female students. Bar plot is an effective way to illustrate the data, making it easier to identify patterns and disparities. Next, we will conduct inferential statistics to test our hypothesis. We will use correlation analysis to examine the relationship between life satisfaction and psychological well-being. Additionally, we will use independent sample t-tests to examine the differences in mean scores of life satisfaction and psychological well-being between male and female. These statistical tests will help us determine the significance of our findings and whether the observed differences and relationships in our sample are likely to be present in the larger population. 29 Overall, this analysis will provide valuable insights into the interplay between life satisfaction ang psychological well-being in adolescents. As well as the roll of gender in these experiences. By understanding these relationships, we aim to contribute to the broader knowledge of mental health issues among adolescents and inform future research and investigation. Table 1: Descriptive statistics between life satisfaction and psychological well-being in adolescence: Descriptive Statistics N Range Minimum Maximum Sum Mean Std.Deviation Life 100 25.00 5.00 30.00 2008.00 20.0800 6.19332 Satisfaction Psychological 100 114.00 136.00 250.00 18826.00 188.2600 21.64527 well-being Valid N 100 Table 1 presents the descriptive statistics for life satisfaction and psychological well-being in adolescence. SWLS (Satisfaction with Life Scale) and PWB (Psychological Well-Being). For both variables, data from 100 participants were analysed. The SWLS scores ranged from 5 to 30, with an average score of 20.08 and a standard deviation of 6.19, indicating a moderate level of life satisfaction with some variability among participants. The PWB scores ranged from 136 to 250, with a mean score of 188.26 and a standard deviation of 21.65, suggesting that, on average, participants reported relatively high levels of psychological well-being, though individual scores varied to a greater degree compared to life satisfaction. Both variables were measured across the same sample, and the statistics provide insight into the general trends and variability within the data set. 30 Table 2: Correlation analysis of life satisfaction and psychological well-being in adolescence: Correlations SWLS PWB SWLS Pearson Correlation 1.399** Sig.(2-tailed).000 N 100 100 PWB Pearson Correlation.399** 1 Sig.(2-tailed).000 N 100 100 The table 2 shows the correlation between SWLS (Satisfaction with Life Scale) and PWB (Psychological Well-Being), using the Pearson correlation coefficient. The Pearson correlation between SWLS and PWB is 0.399, which indicates a moderate positive correlation. This suggests that as satisfaction with life increases, psychological wellbeing tends to increase as well, and vice versa. This means that as adolescents’ life satisfaction increases, their psychological well-being also tends to improve. The p-value (Sig. 2-tailed) is reported as <.001, meaning the correlation is statistically significant at the 0.01 level. This indicates that there is strong evidence against the null hypothesis (no correlation), and the relationship between SWLS and PWB is unlikely due to chance. The sample size (N) for both SWLS and PWB is 100. These results indicate that there is a statistically significant moderate positive relationship between life satisfaction and psychological well-being in this sample. Table 3: Independent Sample t-test of gender differences in life satisfaction and psychological well-being in adolescence: 31  Group Statistics Gender N Mean Std.Deviation Std.Error Mean SWLS Male 46 20.0000 7.34544 1.08303 Female 54 20.1481 5.08200.69157 PWB Male 46 187.6087 22.28749 3.28611 Female 54 188.8148 21.27721 2.89546 The table 3.1 provides a comparative overview of two measures, SWLS (Satisfaction with Life Scale) and PWB (Psychological Well-Being), across male and female participants. For the SWLS, males have a mean score of 20.00 with a standard deviation of 7.35, while females have a slightly higher mean of 20.15 and a lower standard deviation of 5.08. This suggests that while both genders report similar levels of life satisfaction, female scores are less variable. In terms of Psychological Well-Being (PWB), the average score for males is 187.61 with a standard deviation of 22.29, compared to females who have a mean score of 188.81 and a slightly lower standard deviation of 21.28. This indicates that females generally score a bit higher on PWB, and both genders exhibit comparable levels of variability in their scores. Independent Samples Test Levene’s Test for Equality of t-test for Equality of Means Variances F Sig. T Df Sig.(2tailed) Mean Std.Error Lower Upper Difference Difference SWLS Equal 4.872.030 - 98.906 -.14815 1.24888 -2.62651 2.33021 variances.119 assumed Equal - 78..909 -.14815 1.28500 -2.70631 2.41001 variances.115 14 not 8 Assumed PWB Equal.193.661 - 98.783 -1.20612 4.36337 -9.86509 7.45286 variances.276 assumed 32  Equal - 93..784 -1.20612 4.37975 -9.90231 7.49007 variances.275 92 not 8 Assumed In table 3.2 The independent samples t-test was conducted to compare life satisfaction (SWLS) and psychological well-being (PWB) scores between males and females. The Independent Samples Test results reveal that there are no significant differences between males and females in terms of SWLS (Satisfaction with Life Scale) and PWB (Psychological Well-Being) scores. For SWLS, Levene's Test indicates that the assumption of equal variances is valid (p = 0.030), but the subsequent t-test shows no significant difference in life satisfaction between genders (p = 0.906). The results are consistent even when assuming unequal variances. Similarly, for PWB, Levene's Test shows that variances are equal (p = 0.661), and the t-test confirms no significant difference in psychological well-being scores between males and females (p = 0.783). The p-values are greater than 0.05, we fail to reject the null hypothesis. This suggests that gender does not have a significant influence on life satisfaction in this sample. The lack of significant difference supports H₂, which posits no influence of gender on 7.49007 life satisfaction. Overall, the statistical analysis indicates that gender does not significantly impact scores on either measure. Figure 1: Scatter plot of life satisfaction and psychological well-being in adolescence: 33 Figure 1 scatter plot displays the relationship between SWLS (Satisfaction with Life Scale) and PWB (Psychological Well-Being). The points on the graph represent individual data samples, with SWLS scores on the vertical axis and PWB scores on the horizontal axis. The plot shows a positive linear relationship between SWLS and PWB, indicating that as PWB increases, SWLS tends to increase as well. The regression equation provided, (y = -1.41 + 0.11x), suggests that for every unit increase in PWB, the SWLS score increases by 0.11, with a small negative intercept of -1.41. The (R^2) value of 0.159 indicates that approximately 15.9% of the variance in SWLS can be explained by PWB in this model, suggesting a moderate correlation between the two variables but leaving a significant amount of variance unexplained by this linear relationship Figure 2: Simple Bar mean of Life Satisfaction by Gender: 34 This bar chart illustrates the mean Satisfaction with Life Scale (SWLS) scores for two gender groups: female and male. Both bars appear to be of equal height, suggesting that there is no significant difference in the average SWLS scores between females and males in this dataset. The vertical axis represents the mean SWLS scores, which hover around 20 for both genders, indicating a similar level of life satisfaction for both groups. The horizontal axis shows the gender categories: female and male. The title "Simple Bar Mean of SWLS by GENDER" suggests that this chart is a basic comparison of life satisfaction between these two gender groups without additional variables or adjustments. Figure 3: Simple Bar mean of Psychological Well-Being by Gender: 35 This bar chart represents the mean Psychological Well-Being (PWB) scores for two gender groups: female and male. The vertical axis shows the mean PWB scores, with both groups having similar scores, slightly below 200. The bars are almost identical in height, indicating that there is no significant difference in average PWB scores between females and males. The chart title, "Simple Bar Mean of PWB by GENDER," suggests that this comparison is straightforward and does not involve any other influencing variables. The similar heights of the bars indicate that, on average, both genders report comparable levels of psychological wellbeing. Results & Interpretation of Hypotheses: Hypothesis 1: There is no significant Correlation between Life Satisfaction and Psychological Well-Being in adolescents. Statistical Test: Correlation Analysis. 36  Result: The correlation analysis revealed a moderate positive correlation between life satisfaction and psychological well-being(r=0.399), with p-value (