Abstract
This paper tested a culturally responsive four-factor model of aggregate subjective well-being (SWB). Hedonic SWB is often presented as the definitive articulation of SWB, whilst overlooking the impact of Eudaimonic well-being (EWB) on Aggregate SWB. Moreover, children from Confucian Heritage Cultures (CHC) are reported as having lower levels of SWB than children from other countries in studies that principally rely on hedonic instruments, thereby ignoring alternative indicators of well-being. While being a vital childhood indicator, hedonic SWB may not entirely capture the essence of well-being in CHC children who have different ontological interpretations of well-being. As an answer to this methodological shortcoming, EWB was included as a complementary component to hedonic SWB with it being hypothesised that EWB could bring added cultural responsiveness to the measurement of SWB and compensate for the under-reporting of levels of aggregate SWB in CHC children. Upon examination of the four components of SWB concurrently, it was possible to verify that the CHC sample of children had higher levels of EWB in absolute terms compared to the hedonic SWB components. Equally, support was found for a four-factor structure of SWB from which a higher order factor of SWB, termed as aggregate SWB, could meaningfully be represented as a combination of the four components. Within this model, EWB accounted for the most variance out of the four factors. These results have implications for the measurement of SWB and better understanding the developmental needs of CHC children thus providing a more attuned and culturally grounded indicator.
Similar content being viewed by others
Notes
References
Adamson, B. & Li, S. P. T. (2005). Primary and secondary schooling. In M. Bray & R. Koo (Eds.), Education and society in Hong Kong and Macao (pp. 35–59). Comparative Education Research Centre, The University of Hong Kong.
Albuquerque, I., de Lima, M. P., Figueiredo, C., & Matos, M. (2012). Subjective well-being structure: Confirmatory factor analysis in a teachers’ Portuguese sample. Social Indicators Research, 105, 569–580.
Aristotle. (1925). Nichomachean ethics. (W.D. Ross, Trans.). Retrieved from The Internet Classics Archive: http://classics.mit.edu (Original work published 350 B.C.E).
Arthaud-Day, M. L., Rode, J. C., Mooney, C. H., & Near, J. P. (2005). The subjective well-being construct: A test of its convergent, discriminant, and factorial validity. Social Indicators Research, 74, 445–476.
Askell-Williams, H., Skrzypieca, G., Jina, Y., Owensa, L., Zhaob, X., Dub, W., Caob, F., & Xing, L. (2016). Mainland Chinese primary and middle-school students’ social and emotional wellbeing. The International Journal of Emotional Education, 8(2), 88–104.
Axford, N., Jodrell, D., & Hobbs, T, (2014). Objective or subjective well-being? In A. Ben-Arieh et al. (Eds.), Handbook of child well-being (pp. 2699–2738). Springer.
Ben-Arieh, A. (2000). Beyond welfare: Measuring and monitoring the state of children – new trends and domains. Social Indicators Research, 52, 235–257.
Ben-Arieh, A. (2005). Where are the children? Children’s role in measuring and monitoring their well-being. Social Indicators Research, 74, 573–596.
Bentler, P. M., & Bonett, D. G. (1980). Significant tests and goodness of fit in the analysis of covariance structures. Psychological Bulletin, 88, 588–606.
Biggs, J. B. (1996). Western misperceptions of the Confucian-heritage learning culture. In D. A. Watkins & J. B. Biggs (Eds.), The Chinese learner: Cultural, psychological and contextual influences. CERC.
Bradshaw, J., & Rees, G. (2017). Exploring national variations in child subjective well-being. Children and Youth Services Review, 80, 3–14.
Bradshaw, J., Martorano, B. Natali, L., & de Neubourg, C. (2013). Children’s subjective well-being in rich countries, working paper 2013–03. UNICEF Office of Research.
Bray, M. (2013). Benefits and tensions of shadow education: Comparative perspectives on the roles and impact of private supplementary tutoring in the lives of Hong Kong students. Journal of International and Comparative Education, 2, 18–30. https://doi.org/10.14425/00.45.72
Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen & J. S. Long (Eds.), Testing structural equation models (pp. 136–162). Sage.
Busseri, M. A., Sadava, S. W., & Decourville, N. (2006). A hybrid model for research on subjective well-being: Examining common- and component-specific sources of variance in life satisfaction, positive affect, and negative affect. Social Indicators Research, 83, 413–445.
Carless, D. & Harfitt, G. (2013). Innovation in secondary education: A case of curriculum reform in Hong Kong. In L. Wong, & K. Hyland (Eds.), Innovation and change in English Language Education (pp.1–17). Routledge.
Carless, D. & Lam, R. (2014). The examined life: Perspectives of lower primary school students in Hong Kong. Education 3–13, 42(3), 313–329.
Chang, L. (2006). Aristotle on happiness: A comparison with Confucius. Thesis retrieved from: https://mospace.umsystem.edu/xmlui/handle/10355/4335
Chen, Z., & Davey, G. (2008). Happiness and subjective wellbeing in mainland China. Journal of Happiness Studies, 9, 589–600.
Chen, F. F., Jing, Y., Hayes, A., & Lee, J. M. (2012). Two concepts or two approaches? A bifactor analysis of psychological and subjective well-being. Journal of Happiness Studies, 14(3), 1033–1068.
Child, D. (1990). The essentials of factor analysis, 2nd edition. Cassel Educational Limited.
Ciucci, E., Baroncelli, A., Tambasco, G., Laurent, J., Catanzaro, S. J., & Joiner, T. E., Jr. (2017). Measuring positive affect, negative affect, and physiological hyperarousal among Italian youth: Translations of the PANAS-C and PH-C. Journal of Psychopathology and Behavioural Assessment, 39, 373–382.
Comrey, A., & Lee, H. (1992). A first course in factor analysis. Erlbaum.
Confucius (1885). Book of rites. (J. Legge, Trans.). Oxford University Press. (Original work published 479 B.C.E).
Confucius. (1999). The analects of Confucius. (A. C. Muller, Trans.). Retrieved from: http://www.acmuller.net/con-dao/analects.html (Original work published 479 B.C.E).
Costello, A. B., & Osborne, J. W. (2005). Best practices in exploratory factor analysis: Four recommendations for getting the most from your analysis. Practical Assessment, Research and Evaluation, 10(7), 1–9.
Crede, J., Wirthwein, L., McElvany, N., & Steinmayr, R. (2015). Adolescents’ academic achievement and life satisfaction: The role of parents’ education. Frontiers in Psychology, 6(52), 1–8.
Cummins, R. A. (2014). Psychology of child well-being. In: Ben-Arieh A., Casas F., Frønes I., Korbin J. (eds) Handbook of child well-being. Springer.
Cummins, R. A., & Lau, A. L. D. (2005). Personal wellbeing index – school children. 3rd edition. Australian Centre on Quality of Life, Deakin University. Retrieved from: http://acqol.deakin.edu.au/instruments/wellbeing_index.htm
Diener, E. (Ed.) (2009a). Assessing well-being: The collected works of Ed Diener. Springer.
Diener, E. (Ed.) (2009b). The science of well-being: The collected works of Ed Diener. Springer.
Diener, E., Scollon, C. N., & Lucas, R. E. (2004). The evolving concept of subjective well-being: The multifaceted nature of happiness. In P. T. Costa & I. C. Siegler (Eds.), Advances in cell aging and gerontology: vol. 15 (pp. 187–220). Elsevier.
Diener, E., Wirtz, D., Biswas-Diener, R., Tov, W., Kim-Prieto, C., Choi, D-W. & Oishi, S. (2009). New measures of well-being. In E. Diener (Ed.), Assessing well-being: The collected works of Ed Diener, (pp. 247–266). Springer.
Diener, E., Wirtz, D., Tov, W., Kim-Prieto, C., Choi, D.-W., Oishi, S., & Biswas-Diener, R. (2010). New well-being measures: Short scales to assess flourishing and positive and negative feelings. Social Indicators Research, 97, 143–156.
Ebesutani, C., Regan, J., Smith, A., Reise, S., Higa-McMillan, C., & Chorpita, B. F. (2012). The 10-item positive and negative affect schedule for children, child and parent shortened versions: Application of item response theory for more efficient assessment. Journal of Psychopathology and Behavioural Assessment, 34, 191–203.
EDB, Education Bureau (2013). Fact-sheet on APASO-II. EDB.
Gadermann, A. M., Schonert-Reichl, K. A., & Zumbo, B. D. (2010). Investigating validity evidence of the satisfaction with life scale adapted for children. Social Indicators Research, 96, 229–247.
Gallagher, M. W., Lopez, S. J., & Preacher, K. J. (2009). The hierarchical structure of well-being. Journal of Personality, 77(4), 1025–1050.
George, D., & Mallery, M. (2010). SPSS for windows step by step: A simple guide and reference, 17.0 update (10th ed.) Pearson.
Hair Jr., J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2014). Multivariate data analysis (7th ed.). Pearson Education.
Hefferon, K., & Boniwell, I. (2011). Positive psychology: Theory, research and applications. McGraw Hill Open University Press.
Hitokoto, H., & Uchida, Y. (2015). Interdependent happiness: Theoretical importance and measurement validity. Journal of Happiness Studies, 16, 211–239. https://doi.org/10.1007/s10902-014-9505-8
Hofstede, G., Hofstede, G. J., & Minkov, M. (2010). Cultures and organizations: Software for the mind, 3rd edition. McGraw-Hill.
Hu, L. T., & Bentler, P. M. (1995). Evaluating model fit. In R. H. Hoyle (Ed.), Structural equation modelling: Concepts, issues, and applications (pp. 76–99). Sage.
Huebner, E. S. (1991). Initial development of the students’ life satisfaction scale. School Psychology International, 12, 231–243.
Hughes, A. (1989). Testing for language teachers. Cambridge University.
Huta, V. (2015). An overview of hedonic and eudaimonic well-being concepts. In L. Reinecke & M. B. Oliver (Eds.), Handbook of media use and well-being. Chapter 2. Routledge.
Ip, P.-K. (2014). Harmony as happiness? Social harmony in two Chinese societies. Social Indicators Research, 117, 719–741.
Ivens, J. (2014). Single-item measures: Cantril’s ladder, the terrible-delighted scales and the happiness line measure. Retrieved from: http://southwarkheads.org.uk/wp-content/uploads/2010/11/John-Ivens-Paper.pdf
Jongbloed, J., & Andres, L. (2015). Elucidating the constructs happiness and wellbeing: A mixed methods approach. International Journal of Wellbeing, 5(3), 1–20.
Jovanović, V. (2015). A bifactor model of subjective well-being: A re-examination of the structure of subjective well-being. Personality and Individual Differences, 87, 45–49.
Kesebir, P., & Diener, E. (2008). In pursuit of happiness: Empirical answers to philosophical questions. Perspectives on Psychological Science, 3(2), 117–125. https://doi.org/10.1111/j.1745-6916.2008.00069.x
Kim, K. E. (2016). The effect of boys’ and girls’ school adjustment on life satisfaction in Korea. Indian Journal of Science and Technology, 9(44), 1–7.
Laurent, J., Catanzaro, S. J., Potter, K. I., Joiner, T. E., Jr., Rudolph, K. D., Lambert, S., Osborne, L., & Gathright, T. (1999). A measure of positive and negative affect for children: Scale development and preliminary validation. Psychological Assessment, 11(3), 326–338.
Layard, R., Clark, A. E., Cornaglia, F., Powdthavee, N., & Vernoit, J. (2014). What predicts a successful life? A life-course model of well-being. The Economic Journal, 124(November), 720–738.
Lee, E., & Carey, T. (2013). Eudaimonic well-being as a core concept of positive functioning. MindPad, Winter, 2013, 17–20.
Lee, B. J., & Yoo, M. S. (2017). What accounts for the variations in children’s subjective well-being across nations?: A decomposition method study. Children and Youth Services Review, 80, 15–21.
Leriou, E., Kazani, A., Kollias, A., & Paraskevopoulou, C. (2021). Understanding and measuring child well-being in the Region of Attica, Greece: Round one. Childhood Indicators Research, 14, 1–51.
Lim, Y.-J. (2015). Psychometric characteristics of the Korean version of the satisfaction with life scale adapted for children. Canadian Journal of School Psychology, 30(3), 246–251.
Maslow, A. (1943). A theory of human motivation. Psychological Review, 50, 370–396.
Maslow, A. (1954). Motivation and personality. Harper.
McMahan, E. A., & Renken, M. D. (2011). Eudaimonic conceptions of well-being, meaning in life, and self-reported well-being: Initial test of a mediational model. Personality and Individual Differences, 51, 589–594.
Morizot, J. (2014). Construct validity of adolescents’ self-reported big five personality traits: Importance of conceptual breadth and initial validation of a short measure. Assessment, 21(5), 580–606.
OECD (2017) Pisa 2015 results (volume iii): students’ well-being. paris: OECD Publishing. https://doi.org/10.1787/9789264273856-en
Office of Research. (2013). Basic principles of the Belmont report. The University of Hong Kong.
Pan, T-T., Ding, X-C., Sang, B., Liu, Y., Xie, S-Y. & Fung, X-Y. (2015). Reliability and validity of the Chinese version of the positive and negative affect scale for children. Chinese Journal of Clinical Psychology, 23(3).
Park, N., & Huebner, E. S. (2005). A cross-cultural study of the levels and correlates of life satisfaction among adolescents. Journal of Cross-Cultural Psychology, 36(4), 444–456. https://doi.org/10.1177/0022022105275961
Peterson, C., Park, N., & Seligman, M. E. P. (2005). Orientations to happiness and life satisfaction: The full life versus the empty life. Journal of Happiness Studies, 6, 25–41.
Phillips, D. (2006). Quality of life: Concept, policy and practice. Routledge.
Rappleye, J., Komatsu, H., Uchida, Y., Krys, K., & Markus, H. (2020). ‘Better policies for better lives’?: Constructive critique of the OECD’s (mis)measure of student well-being. Journal of Education Policy, 35(2), 258–282. https://doi.org/10.1080/02680939.2019.1576923
Rees, G. & Main, G. (eds) (2015). Children’s views on their lives and well-being in 15 countries: An initial report on the Children’s Worlds survey, 2013–2014. Children’s Worlds Project (ISCWeB).
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78.
Ryan, R. M., & Deci, E. L. (2001). On happiness and human potentials: A review of research on hedonic and eudaimonic well-being. Annual Review of Psychology, 52, 141–166.
Ryff, C. D. (1989). Happiness is everything, or is it? Explorations on the meaning of psychological wellbeing. Journal of Personality and Social Psychology, 57, 1069–1081.
Ryff, C. D. (2014). Psychological well-being revisited: Advances in science and practice. Psychotherapy and Psychosomatics, 83(1), 10–28.
Ryff, C. D., & Keyes, C. L. M. (1995). The structure of psychological well-being revisited. Journal of Personality and Social Psychology, 69(4), 719–727.
Sachs, J. (2003). Validation of the satisfaction with life scale in a sample of Hong Kong University students. Psychologia, 46, 225–234.
Sanmartín, R., Vicent, M., Gonzálvez, C., Inglés, C. J., Díaz-Herrero, A., Granados, L., & García-Fernández, J. M. (2018). Positive and negative affect schedule-short form: Factorial invariance and optimistic and pessimistic affective profiles in Spanish children. Frontiers in Psychology, 9, 392.
Schermelleh-Engel, K., Moosbrugger, H., & Müller, H. (2003). Evaluating the fit of structural equation models: Tests of significance and descriptive goodness-of-fit measures. Methods of Psychological Research Online, 8(2), 23–74.
Schimmack, U. (2008). The structure of subjective well-being. In M. Eid & R. J. Larsen (Eds.), The science of subjective well-being (pp. 97–123). Guilford Press.
Schimmack, U., Radhakrishnan, P., Oishi, S., Dzokoto, V., & Ahadi, S. (2002). Culture, personality, and subjective well-being: Integrating process models of life satisfaction. Journal of Personality and Social Psychology, 82(4), 582–593.
Seligman, M. E. P. (2011). Flourish: A visionary new understanding of happiness and well-being (1st Free Press Hardcover ed.). Free Press.
Shangguan, A. (2020). From Tian Xia to sovereignty: the shift of the Chinese imaginary of connectivity in the nineteenth century. In L. Lobo-Guerrero, S. Alt, M. Meijer (Eds.), Imaginaries of connectivity: The creation of novel spaces of governance. Rowman & Littlefield Ltd.
Shek, D. T. L., & Liu, T. T. (2014). Life satisfaction in junior secondary school students in Hong Kong: A 3-year longitudinal study. Social Indicators Research, 117, 777–794.
Shek, D. T. L., Yu, L., Wu, F. K. Y., Zhu, X., & Chan, K. H. Y. (2017). A 4-year longitudinal study of well-being of Chinese University students in Hong Kong. Applied Research Quality Life, 12, 867–884.
Singh, K., Junnarkar, M., & Jaswal, S. (2016). Validating the flourishing scale and the scale of positive and negative experience in India. Mental Health, Religion & Culture, 19(8), 943–954.
Soutter, A. K. (2011). What can we learn about wellbeing in school? Journal of Student Wellbeing, 5(1), 1–21.
Steel, P., Schmidt, J., & Shultz, J. (2008). Refining the relationship between personality and subjective well-being. Psychological Bulletin, 134(1), 138–161.
Stevanovic, D., Laurent, J., & Lakic, A. (2013). Measuring positive and negative affect and physiological hyperarousal among Serbian youth. Journal of Personality Assessment, 95, 107–117.
Suh, E. M., & Choi, S. (2018). Predictors of subjective well-being across cultures. In E. Diener, S. Oishi, & L. Tay (Eds.), Handbook of well-being. DEF Publishers.
Suh, E. M., & Koo, J. (2008). Comparing subjective well-being across cultures and nations: The “what” and “why” questions. In M. Eid & R. J. Larsen (Eds.), The science of subjective well-being (p. 414–427). Guilford Press.
Sumi, K. (2013). Reliability and validity of Japanese versions of the flourishing scale and the scale of positive and negative experience. Social Indicators Research, 118(2), 601–615.
Sumi, K. (2014). Temporal stability of the Japanese versions of the flourishing scale and the scale of positive and negative experience. Psychology & Psychotherapy, 4, 2.
Tang, X., Duan, W., Wang, Z., & Liu, T. (2016). Psychometric evaluation of the simplified Chinese version of flourishing scale. Research on Social Work Practice, 26(5), 591–599.
Tasopoulos, A., & Leriou, E. (2014). A new multidimensional model of ethics educational impact on welfare. Journal of Neural Parallel and Scientific Computations, 22(4), 595–608.
Tong, K. K., & Wang, Y. Y. (2017). Validation of the flourishing scale and scale of positive and negative experience in a Chinese community sample. PLoS ONE, 12(8), e0181616.
Tov, W., & Diener, E. (2007). Culture and subjective well-being. In S. Kitayama & D. Cohen (Eds.), Handbook of cultural psychology (pp. 691–713). Guilford.
Tweed, R. G., & Lehman, D. R. (2002). Learning considered within a cultural context: Confucian and socratic approaches. American Psychologist, 57(2), 89–99.
UNESCO, United Nations Educational, Scientific and Cultural Organisation (2016a). Happy schools! A framework for learner well-being in the Asia-Pacific. UNESCO.
UNESCO, United Nations Educational, Scientific and Cultural Organisation (2016b). The culture of testing: Socio-cultural drivers & the effects on youth in the Asia-Pacific. Retrieved from http://www.unescobkk.org/education/quality-of-education/culture-of-testing/?utm_medium=twitter%2525252525252Fculture%2525252525252Fworld-he
Vanhoutte, B. (2014). The multidimensional structure of subjective well-being in later life. Journal of Population Ageing, 7(1), 1–20.
Waterman, A. S. (1990). The relevance of Aristotle’s conception of eudaimonia for the psychological study of happiness. Theoretical & Philosophical Psychology, 10(1), 39–44.
Waterman, A. S., Schwartz, S. J., Zamboanga, B. L., Ravert, R. D., Williams, M. K., Agocha, B., & Donnellan, M. B. (2010). The questionnaire for eudaimonic well-being: Psychometric properties, demographic comparisons, and evidence of validity. Journal of Positive Psychology, 6, 41–61.
Watkins, D. A. & Biggs, J. B. (Eds.) (1996). The Chinese learner: Cultural, psychological, and contextual influences. Comparative Education Research Centre.
Watson, D., Clark, L. A., & Tellegan, A. (1988). Development and validation of brief measures of positive and negative affect: The PANAS scales. Journal of Personality and Social Psychology, 54(6), 1063–1070.
Wei, H., Chen, W., Wei, J. & Zhang, J-F. (2017). Reliability and validity of the positive and negative affect scale for children in middle school students. Chinese Journal of Clinical Psychology, 25(1).
WHO, World Health Organisation (2012). Social determinants of health and well-being among young people: Health behaviour in school-aged children (HBSC) study: International report from the 2009/2010 Survey. WHO.
Ye, S. (2008). A longitudinal study of subjective well-being among Chinese University students: The roles of personality, attribution, and coping (Doctoral dissertation). Retrieved from: http://hub.hku.hk/bitstream/10722/51378
Yu, J. (2007). The ethics of Confucius and Aristotle: Mirrors of virtue. Routledge.
Zhang, J-F., Zhao, P-A., Shi, Z-P., Wang, L., Wang, W-Z. & Zhang, Z. (2010). Relationship between post-traumatic symptoms, life satisfaction and positive, negative affect in survivors after the Yushu earthquake. Chinese Mental Health Journal, 26(4).
Author information
Authors and Affiliations
Corresponding author
Ethics declarations
Funding
No funding was received for conducting this study.
Conflict of interest
The author has no conflicts of interest to declare that are relevant to the content of this article.
Data availability
Data is available upon request.
Corresponding author
The corresponding author was the sole contributor.
Ethics approval
Ethics approval was obtained from the University of Hong Kong’s Research Ethics Committee.
Informed consent
Informed consent of participants, guardians, and school principals was obtained.
Additional information
Publisher’s Note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Rights and permissions
About this article
Cite this article
Herd, S.M. Synthesising Hedonic and Eudaimonic Approaches: A Culturally Responsive Four-Factor Model of Aggregate Subjective Well-Being for Hong Kong Children. Child Ind Res 15, 1103–1129 (2022). https://doi.org/10.1007/s12187-021-09901-5
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s12187-021-09901-5