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Abstract：
Psychological well-being influences all the facets of adolescent success. This study examined the psychometric properties of PERMA, a subjective well-being measure consisting of five domains: positive emotions, engagement, relationships, meaning, and accomplishment. The sample size consisted of 502 high school students from public schools in Qatar. Contrary to expectations, the five-factor structure for PERMA did not fit our data well; however, after refining the model by the errors of the covariances between items, the one-factor model was found to be applicable. Multivariate analysis revealed that socioeconomic status (SES) and level of academic performance were independently and positively associated with overall well-being scores, whereas internalizing and externalizing behaviors were negatively associated. Notably, no significant effects of gender or age on well-being were observed. These findings suggest that interventions specific to socioeconomic status, academic excellence, and internalizing and externalizing behaviors in the school setting can produce more effective outcomes concerning student well-being.
摘要：
心理健康影响青少年成功的所有方面。这项研究检查了PERMA的心理测量特性，由五个领域组成的主观幸福感度量：积极情绪，订婚,关系,意思是,和成就。样本量包括来自卡塔尔公立学校的502名高中生。与预期相反,PERMA的五因素结构不能很好地符合我们的数据；然而，在通过项目之间的协方差的误差改进模型之后，单因素模型被认为是适用的。多变量分析显示，社会经济地位（SES）和学业成绩水平与总体幸福感得分呈独立正相关。而内化和外化行为是负相关的。值得注意的是,未观察到性别或年龄对幸福感的显著影响.这些结果表明，针对社会经济地位的干预措施，学术卓越,在学校环境中内化和外化行为可以产生更有效的结果，涉及学生的福祉。
