Life satisfaction in children and youth: Empirical foundations and implications for school psychologists

By E. Scott Huebner, Shannon M. Suldo, Laura C. Smith, Caroline G. McKnight. 2004

360 citations recorded by the source corpus.

Subfields: Education, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/9d1f6d3090b7281ecfe169e209954638a3b0e42e

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Citations in the corpus

A path analysis of basic need support, self-efficacy, achievement goals, life satisfaction and academic achievement level among secondary school students (2012, background): “Of related relevance to need satisfaction is life satisfaction, which is considered as an important cognitive aspect of subjective well-being (Huebner, Valois, Paxton, & Drane, 2005 ), and as views of life conditions and well-being experienced and assessed by the individuals themselves (Huebner, Su”
The role of positive psychology constructs in predicting life satisfaction in adolescents with and without cognitive disabilities: An exploratory study (2006, background): “Life satisfaction has been identified as an important outcome for adolescents with and without disabilities (Huebner, 2004), and, as mentioned above, an important component of perceptions of subjective well-being (Diener et al., 2002) and quality of life (Huebner, 2004; Huebner, Suldo, Smith, & McK”
Children with Different Levels of Hope: Are There Differences in Their Self-esteem, Life Satisfaction, Social Support, and Family Cohesion? (2011, background): “Several reviews of the research on life satisfaction in children and youth (e.g., Huebner et al. 2004; Huebner 2004; Proctor et al. 2009) showed that life satisfaction is related to different emotional, social and behavioral constructs.”
Chinese children’s perceived school satisfaction: the role of contextual and intrapersonal factors (2010, neutral): “Chang, McBride‐Chang, Stewart, & Au, 2003 , in Hong Kong; Huebner, Suldo, Smith, & McKnight, 2004 , in the USA; Park, 2005 , in Korea).”
Youth Life Satisfaction: A Review of the Literature (2009, background): “Similarly, Huebner et al. (2004b) reported a significant difference for race among American students using the BMSLSS, such that Caucasians reported higher LS than African-Americans.”
Autonomy support and achievement goals as predictors of perceived school performance and life satisfaction in the transition between lower and upper secondary school (2014, background): “of reality that are not related to specific domains or areas (Huebner et al. 2004).”
Applicability of the Dual-Factor Model of Mental Health for College Students (2010, result): “These findings align with previous studies reporting positive correlations among hope, gratitude, and subjective well-being, which are frequently measured components of positive functioning ( Froh, Sefick, & Emmons, 2008 ; Huebner, Suldo, Smith, & McKnight, 2004 ).”
An Investigation of Broad and Narrow Personality Traits in Relation to General and Domain-Specific Life Satisfaction of College Students (2005, background): “studies devoted to its antecedents, consequences, and relationships with a wide variety of other constructs and demographic variables (see, e.g., Andrews, 1974, Andrews and Withey, 1976; Campbell, Converse and Rodgers, 1976; Emmons and Diener, 1985; Huebner, Suldo, Smith and McKnight, 2004 ).”
Investigating the Substantive Aspect of Construct Validity for the Satisfaction with Life Scale Adapted for Children: A Focus on Cognitive Processes (2011, result): “This indicates the importance of social relationships, especially with family members, for children’s life satisfaction, which is in line with previous empirical research (Huebner et al. 2004).”
Academic Correlates of Children and Adolescents' Life Satisfaction (2006, background): “To date, most studies of children’s life satisfaction as assessed by validated self-report instruments have examined the role of family functioning and intrapersonal variables such as temperament and cognitions (for a review, see Huebner et al., 2004).”