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Across the areas bound by the 35 unified and secondary school districts in the region, young people in three of them appear to be experiencing well-being at relatively high rates.
However, given our uncertainty, this infant has a 50% chance of actually experiencing well-being above the zero point, and a 50% chance of well-being below this point.
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It should be clear that remembered and experienced well-being are not mutually exclusive but reflect complementary approaches to measure well-being.
Students may also experience well-being and autonomy when they feel supported and when their needs are met.
2. Experienced well-being.
In sum, our index includes two separate scales assessing remembered and experienced well-being.
Our data support that remembered and experienced well-being are related but different constructs.
The Pemberton Happiness Index (PHI) was designed as a brief measurement of overall well-being that includes both remembered and experienced well-being.
In our nine samples, correlations between remembered and experienced well-being indices ranged from.46 to.61 (all p's <.001) with a mean of.53.
7 However, we also know that individuals can still experience well-being under difficult circumstances 8 by self-managing stress and uncertainty using a range of coping strategies.
Being able to stay focused and take in messages are essential skills for all children, enabling them to experience well-being, social belonging, and learning in school.
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CEO of Professional Science Editing for Scientists @ prosciediting.com