Predicting Subjective Vitality Based on Family Functioning and Social Adjustment in Elementary School Students

Abstract

Purpose: The aim of this study is to predict subjective vitality based on family functioning and social adjustment in elementary school students. Methodology: The research method was descriptive and correlational in nature. The statistical population included all elementary school students in District 1 of Tehran, from which a sample of 100 students was selected using a multistage cluster sampling method. Data were collected using the Subjective Vitality Scale (Ryan & Frederick, 1997), the Standard Gomez Questionnaire (2017), and the McMaster Family Assessment Device. Pearson correlation and multiple regression analyses were conducted using SPSS-22 for data analysis. Findings: The results showed that the effect of social adjustment (β = 0.1, p < 0.05) and family functioning (β = 0.73, p < 0.05) in predicting subjective vitality was positive and significant. Considering that these variables are components of positive psychology and can contribute to a lively and cheerful educational environment, they have the potential to influence subjective vitality. Conclusion: Subjective vitality in elementary school students, as an important indicator of mental health, is influenced by family functioning and social adjustment. Families that are emotionally supportive and maintain healthy communication contribute to the enhancement of children's subjective vitality. These findings indicate that improving family functioning and strengthening students' social skills are essential for increasing their subjective vitality.