Among personality traits, extraversion has received major theoretical and empirical attention as predictor of subjective well-being (SWB), whereas the role of emotional stability-neuroticism has been partially neglected. The present study aims to study the role of neuroticism in the relationship between introversion-extraversion and SWB. In particular, we explored if the trait of neuroticism moderates the relationships between introversion-extraversion and SWB dimensions (Satisfaction with life, Mastery, Vigour, Social Cheerfulness), directly and by mediation of self-esteem. Indeed, previous studies have suggested that self-esteem is positively associated with high extraversion and low neuroticism and that it positively mediates the relationship between SWB and personality traits in adolescents. For this purpose, a sample of high school students (N = 1173) completed the Oxford Happiness Inventory, the Rosenberg Self-Esteem Scale and the Big Five Questionnaire. In a latent variable model, we examined the interaction effects (direct and indirect) of extraversion and neuroticism on SWB dimensions. Our results showed that the nature of differences between introverts and extraverts on SWB could be related to the level of neuroticism in relation to Satisfaction with life. Moreover, self-esteem mediated the relationship between personality traits and SWB. In particular, mediated moderation effect analysis showed that self-esteem mediates completely the relationship between the interaction term (extraversion x neuroticism) and Mastery, and partially the relationship with Satisfaction with life. Moreover, moderated mediation effect analysis showed that high levels of neuroticism moderate the effect of extraversion on Satisfaction with life and Mastery through the mediation of self-esteem. In conclusion, our results suggest that although extraversion has a cardinal role on SWB dimensions related to Vigour and Social Cheerfulness, neuroticism and the mediating role of self-esteem should more properly considered in relation to Satisfaction with life and Mastery.

The Well-being Profile (WB-Pro) is a multi-item and multidimensional instrument with strong psychometric properties and a solid theoretical grounding. It includes aspects of hedonic and eudaimonic well-being that can be used at the individual and social levels. We developed the Italian version through back-translation procedures. The aim of this study is to validate the WB-Pro in Italian as well as to better understand its multidimensionality through bifactor analysis. A sample of 1451 participants (910 = women, 62.7%; age range: 18–70, M-age = 32.34, SD-age = 13.64) was involved. The 15-factor structure was confirmed with CFA and ESEM and was invariant across gender, age, and education. We examined convergent and discriminant validity and a bifactorial representation. Short versions of the WB-Pro were tested. Even though a few items of the Italian version of the WB-Pro might benefit from revision (e.g., clear-thinking scale), this study confirms the theoretical and empirical strength of the WB-Pro. This study supports the WB-Pro validity and usefulness in studying well-being and for professional psychological applications to assess well-being in both individuals and groups.

We examined the possible effects of six dimensions of music self-concept on determination of self-esteem, through the application of models based on individual and normative-group importance. Previous studies have supported the individual model of importance in narrowly defined self-domains such as spiritual self-concept that might be unimportant for most people, but very important for some people. However, results from more recent studies of spiritual, academic, and physical self-concepts involving latent variable methodologies support the normative-group model. Here, we extended the use of latent variable methods to music self-concept using a sample of 512 junior high students (11–16 years old). Our results for music-reading skills supported the individual importance model rather than the normative-group importance model. Additional results revealed that singing, instrument playing, and the importance of instrument playing had direct rather than interactive linkages with self-esteem. Collectively, these results highlight differential effects of performance (singing, instrument playing) and knowledge (reading) on self-esteem, and imply that strategies to enhance self-esteem may vary within different domains of music instruction and participation. At a more general level, the findings together with those from previous studies indicate that interconnections between specific and global aspects of self-concept vary across domains and are more complex than previously thought.

This study explores psychological well-being in adolescence through a multidimensional perspective using the Adolescent Students’ Basic Psychological Needs at School Scale, derived from the Self-Determination Theory. The ASBPNSS focuses on three basic psychological needs (Competence, Autonomy, and Relatedness) in adolescence and has not yet been used within the school context in Italy. This study’s main objectives are: (1) to validate a preliminary Italian version of the ASBPNSS; (2) to analyze the association between well-being at school and self-efficacy for self-regulated learning; and (3) to verify whether there are differences by gender. A sample of 395 students (mean age = 17.5; SD = 0.75) completed the ASBPNSS and the Self-Efficacy for Self-Regulated Learning Scale. The factorial structure, composite reliability, and gender invariance of the ASBPNSS were examined. Associations between well-being at school and self-efficacy were tested with structural equation models (CFI = 0.935, TLI = 0.925; RMSEA = 0.054). Measures of well-being were associated with school self-efficacy for self-regulated learning, which predicted Competence (beta = 0.639), Relatedness (beta = 0.350), and Autonomy (beta = 0.309). These relationships were invariant over gender, although girls reported lower latent means in the Relatedness factor. This study highlights the importance of promoting school self-efficacy and well-being in adolescence.

Aim of the present study is to support the multidimensional and hierarchical nature of the Spanish version of Questionnaire for Eudaimonic Wellbeing (QEWB) and to analyze its psychometric properties through the exploratory structural equation modeling (ESEM) framework. Results of the analyses carried out in a sample of university students (N = 589, 161 males and 428 females), supported the hypothesized bifactor-ESEM solution, composed by a global eudaimonic wellbeing factor and three specific factors (Sense of Purpose, Purposeful Personal Expressiveness and Effortful Engagement). Specifically, the global factor is relatively well defined by most of the 21 items; moreover, two of the specific factors (Purposeful Personal Expressiveness, Effortful Engagement) keep their own meaningful specificity apart from that explained by the global factor, suggesting that they add information to the eudaimonic wellbeing construct. Regarding criterion-related validity of the QEWB, the global factor was positively correlated with self-esteem. Finally, the scale showed adequate levels of composite reliability and measurement invariance over gender. Differences in latent means showed that girls report higher positive Purposeful Personal Expressiveness and Effortful Engagement than boys, whereas no significant differences were found in relation to global eudaimonic wellbeing. Theoretical implications about the nature of eudaimonic wellbeing are considered.