Subjective happiness and psychological well-being in school adolescents in the caribbean region of Colombia

Felicidad subjetiva y bienestar psicológico en adolescentes escolarizados de la region caribe en Colombia

Published 2026-04-07

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Vol. 12 No. 2 (2025): Revista Búsqueda Vol. 12 Núm. 2 (2025)
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RESEARCH ARTICLES
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Cárdenas Herrera, M. ., Vergara- Álvarez, M. ., Agredo-Morales , J. ., Vivas- Domínguez, M. ., Vargas-Galindo, M. ., & Correa Arroyave, A. . (2026). Subjective happiness and psychological well-being in school adolescents in the caribbean region of Colombia. Búsqueda, 12(2), 60-72. https://doi.org/10.21892/01239813.808
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https://doi.org/10.21892/01239813.808
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     Licencia Creative Commons
     

“Búsqueda” is distributed under a Creative Commons Atribución-Share ALike 4.0 International License.

     Based on a work in http://revistas.cecar.edu.co/busqueda

Objective: The aim of this research was to examine the relationship between subjective happiness and psychological well-being in school adolescents from two private educational institutions in the Caribbean region. Method: The study had a quantitative, cross-sectional, correlational, and non-experimental approach, using the Subjective Happiness Scale and the Psychological Well-Being Scale to a sample of 75 high school students aged between 11 and 19 years. Results: The results indicated that main score on the Subjective Happiness Scale was 17.92, equivalent to an average of 4.48, with a standard deviation of 1.09, suggesting a medium level of happiness. Regarding psychological well-being, the mean score was 155.19 with a standard deviation of 23.83, also indicating a medium level of well-being. Correlational analysis revealed that subjective happiness was significantly associated to general psychological well-being (r=0.307**), as well as with its dimensions of self-acceptance (r= 0.304**), personal relationships (r=0.295**), self-determination (r=0.242*) and personal growth (r=0.228*). These results provide scientific knowledge about well-being in adolescents. They also provide valuable insights for educational institutions to design strategies and programs aimed at promoting the comprehensive well-being and mental health of their students. Conclusions: This study contributes to the field of positive psychology aby enhancing the understanding of risk factors in adolescence well-being. Also highlighting the importance of fostering both subjective happiness and psychological well-being to promote healthy and resilient development at this stage of life.

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