Peer-reviewed article
A Systematic Review of Children’s Psychological Well-Being from a Eudaimonic Perspective: a Narrative Synthesis
Phadiel Hoosen, Shazly Savahl, Sabirah Adams, Ferrán Casas ·
Summary
Written by AI, not yet AICS's view · claude-haiku-4-5-20251001This systematic review synthesises 32 quantitative studies on how children experience psychological well-being from a eudaimonic perspective—meaning the realisation of potential, meaningful goals, personal growth and fulfilment. Most studies used Ryff's theoretical model and scale and were conducted in high-income countries. The review identifies four categories of research: validation studies, studies on predictors and correlates of well-being, descriptive studies, and intervention studies. The authors call for more research in diverse socio-economic and cultural contexts, and longitudinal studies to develop better interventions and policies.
Key points
- 32 quantitative articles on children's eudaimonic psychological well-being were identified and synthesised
- Most studies used Ryff's theoretical model of psychological well-being and her scale as the measurement tool
- Research is concentrated in high-income countries, with limited representation from diverse socio-economic and cultural contexts
- Four categories of research were identified: validation studies, predictors and correlates, descriptive studies, and intervention studies
- The abstract nature of eudaimonic concepts has made them challenging to operationalise and measure, leading to limited empirical attention
Limitations
This is a narrative synthesis of existing research rather than an empirical study, so it cannot provide direct evidence of what promotes children's psychological well-being. The review identifies a significant geographic gap in the literature, with most studies from high-income countries, limiting what we know about children's well-being in diverse contexts.
Abstract
Abstract Understanding children’s psychological well-being (PWB) from a eudaimonic perspective is crucial given its impact on children’s overall well-being and quality of life. This perspective denotes PWB as the realisation of one’s true potential and attaining meaningful goals that lead to personal growth and fulfilment. Despite the recent increasing interest in children’s PWB, there is limited literature in this area. This may be due to the abstract nature of eudaimonic concepts, which are challenging to operationalise and measure, leading to less empirical attention. Using a systematic review, we synthesised existing empirical studies on children’s PWB from a eudaimonic perspective. We identified 32 quantitative articles, which presented in four different categories, namely validation studies, predictors and correlates of PWB, descriptive studies, and intervention studies. Most studies used Ryff’s ( Journal of Personality and Social Psychology, 57 , 1069–1081, 1989) theoretical model of PWB and her PWB Scale, and were conducted in high-income countries. Future research should prioritise conducting studies in diverse socio-economic and cultural contexts to ensure a comprehensive understanding of children’s PWB. By expanding geographic and socio-economic representation, and including longitudinal studies, we can develop more effective and inclusive interventions and policies that cater to the needs of children globally.