Viewing archives for Dr. Wanying Zhou

Mapping Adolescent Wellbeing: Developmental Network Differences between Early To Middle Adolescence in 24 Countries

Wanying Zhou, Jose Marquez, Leoni Boyle and Laura Taylor

Abstract

Adolescent wellbeing is often assessed using composite scores, yet less is known about how specific components of wellbeing are structurally organized and how this organization shifts across development. Using psychometric network analysis, we examined interconnections among 49 wellbeing indicators spanning subjective wellbeing (life satisfaction, affect, and domain satisfaction) and psychological wellbeing (flourishing and positive mental functioning) in a large international sample of adolescents. Data were drawn from 6,445 students aged 11–18 years (M = 14.4, SD = 1.96; 51.7% girls; 3.1% preferred not to report gender) recruited from 38 schools across 24 countries. Networks were estimated for the full sample and separately for early adolescence (11–14 years; 51.9%) and middle adolescence (15–18 years; 48.1%). Across all analyses, overall life satisfaction and satisfaction with student life consistently emerged as the most central nodes, underscoring their integrative role in adolescents’ wellbeing evaluations. Network density was similar across age groups, indicating comparable overall interconnectedness; however, network configuration differed developmentally. In middle adolescence, future-oriented optimism became more structurally prominent, whereas present-focused life evaluation (current life satisfaction) showed reduced centrality. Indicators reflecting negative affect and calmness also showed modest age-related increases in relative importance. Together, these findings suggest a developmental reorganization of adolescent wellbeing from present-oriented evaluations toward future-oriented expectations and regulatory resources, while reaffirming the central role of overall life satisfaction and student-life satisfaction. Mapping age-related differences in wellbeing structure across a large cross-national sample informs age-sensitive approaches to assessment, monitoring, and intervention.

Cantril Ladder or Overall Life Satisfaction? Comparing 0–10 Summary Indicators of Adolescent Wellbeing

Jose Marquez, Wanying Zhou, Leoni Boyle and Laura Taylor

Abstract

Despite widespread use in wellbeing research, little is known about whether the Cantril Ladder (CL) and Overall Life Satisfaction (OLS) questions (both 0–10 single-item indicators) capture the same construct in adolescent populations. We analysed data from 6,445 students aged 11–18 in 38 International Baccalaureate schools across 24 countries. We compared CL and OLS using descriptive statistics, confirmatory factor analysis (CFA), regression models, and subgroup analyses. Mean CL and OLS scores were similar, but response distributions differed: OLS showed more extreme values and negative skew. In a CFA including other life evaluation measures, both OLS and CL items loaded on a shared life evaluation latent factor, but OLS showed higher loadings. OLS also showed stronger predictive validity than CL across measures of life evaluation, affect, and eudaimonic wellbeing. Subgroup analyses revealed interpretive differences across age, gender, and language groups (English, Spanish, and French). Both CL and OLS are valid indicators of adolescent life evaluation, but they are not interchangeable. OLS may be preferable as a summary measure due to stronger predictive performance, while CL may offer more consistent subgroup comparability. Researchers should consider these trade-offs when selecting or interpreting single-item measures of adolescent wellbeing.

Bitesize research series highlights promising wellbeing interventions in schools

Researchers have highlighted some of the most promising pathways to improving wellbeing in schools in a new series of bitesize research reports.

An interdisciplinary team from the Wellbeing Research Centre at the University of Oxford, in partnership with the IB, have published a set of resources on five important wellbeing themes for students, teachers, and schools. The topics covered include:

Online interventions;
Peer relations (bullying);
Physical activity;
Teacher wellbeing;
And a whole school approach to wellbeing.

Researchers examined hundreds of peer-reviewed studies of wellbeing support in schools in order to identify some of the most promising evidence-based interventions.

While there is no one-size-fits-all approach to improving wellbeing in schools, the team have highlighted interventions which have been shown to boost levels of wellbeing in specific circumstances. They range from large-scale interventions trialled across countries, to smaller actions rolled out at a more local scale.

Resources are available both in a summary format (in English, French, and Spanish) and, for readers seeking further insight, as a number of detailed literature reviews (in English). An overview poster with key findings from all five reports, suitable for display in the classroom, is also available to download in English, French, and Spanish.

The mini reports serve as companion resources to two Wellbeing Research Centre reports previously published in partnership with the IB: Wellbeing in Education in Childhood and Adolescence (2022), and Wellbeing for Schoolteachers (2024).

Dr Laura Taylor, Deputy Director of the Wellbeing Research Centre at the University of Oxford, said: “Each child and each school environment is unique, there is no one-size-fits-all approach to improving wellbeing in schools. We highlight how school leaders can use research evidence, alongside crucial elements like staff and student voice activities, in order to support the wellbeing of their school community.”

All five research reports, plus further resources for schools, can be found at wellbeing.hmc.ox.ac.uk/schools.

Wellbeing profiles and their relationships to gender, homeownership, income, marriage, and education: Exploring hedonic and eudaimonic wellbeing in the East

Wanying Zhou, Dan Jiang, Ros McLellan, Hanxin Qian, and Honglie Wu

Abstract

Prior research has not yet to establish a clear understanding of the relationship between hedonic wellbeing (HWB) and eudaimonic wellbeing (EWB), particularly how they manifest within individuals. Moreover, it remains unclear whether HWB and EWB operate similarly across different cultural contexts. This study applies Latent Profile Analysis (LPA) to identify distinct wellbeing profiles among 1,283 residents (51.1% male) in a major coastal and capital city in China, spanning all ten districts. Five wellbeing profiles emerged: extremely low EWB, extremely low HWB, slightly low WB, slightly high WB, and extremely high WB. Notably, unlike findings from Western studies, no divergent wellbeing profiles—such as high HWB combined with low EWB, or vice versa—were observed in the Chinese sample. Multinomial logistic regression further revealed that homeownership was one of the strongest predictors of wellbeing, even after controlling for income. These findings contribute to the ongoing debate on the HWB-EWB relationship and suggest that cultural, cognitive, and linguistic differences may shape how individuals conceptualize and internalize wellbeing. This study offers valuable insights for policymakers and researchers seeking to promote wellbeing in a holistic manner, emphasizing the need to consider social and cultural contexts when evaluating wellbeing frameworks.

Teacher Wellbeing Framework and Key Considerations To Enhance Teacher Wellbeing

The School of Wellbeing

Are you ready to take teacher wellbeing to the next level?

In this episode, Dr Wanying Zhou and Leoni Boyle, researchers from the Wellbeing Research Centre at the University of Oxford, discuss their foundational literature review produced in collaboration with the International Baccalaureate: “Wellbeing For School Teachers”.

You’ll learn about the latest research into teacher wellbeing and its importance for teachers themselves, students and the school community.

Listen now and discover practical strategies to create a healthier, more supportive environment for the educators in your school.

I live in Lithuania, the happiest place on earth for under 30s. As a very happy 28-year-old, here’s what it’s like.

Business Insider

Recently, Lithuania topped the World Happiness Report ranking for under 30s, with the country’s young people rating themselves 7.76 out of 10 on the happiness scale. I completely understand why, especially as a young person living in Vilnius.

“No changes, but I become more positive mentally”: A mixed-methods study of the impact of a combined SEL and MBP on behavior change and academic achievement among Chinese adolescents

Wanying Zhou and Ros McLellan

Abstract

This mixed-methods study aimed to investigate students’ perspectives regarding their behavioral and academic changes following an 8-week combined intervention of Social and Emotional Learning (SEL) and Mindfulness-Based Program (MBP). A total of 552 teenagers (mean age = 13.03, SD = 0.50, 47.5% females) from an urban Chinese private school participated, with 184 participants randomly assigned to each condition (taught, self-help, and active control groups). Paired-sample t-tests were employed to examine changes within groups, while General Linear Models compared academic achievement changes among the three groups. Despite finding no significant improvement statistically on academic achievement, some students attributed their improved academic performance to the course. Thematic analysis was conducted on 115 written responses and 4 focus group interviews from the taught group. The analysis revealed several key themes among the Chinese population, including no changes, state change, attitude change, and behavior change. These themes were consistent with the theoretical foundations of Mindfulness-based Cognitive Therapy (MBCT) and aligned with previous qualitative research on Western adolescents. The study highlights the benefits of techniques and cognitive change in facilitating behavioral change and offers practical suggestions for supporting students in behaviour regulation. It also underscores qualitative research’s role in detailing these practices’ effects on behavior and academic performance. Furthermore, a proposed model aligns with established behavioral change theories, providing a practical visual aid for teachers. This study offers a comprehensive framework for future research on the theoretical constructs of MBPs and provides practical suggestions for supporting students in behavior regulation.

Why are America’s youth so deeply unhappy?

USA TODAY

With the world’s largest economy and its highest GDP, you might think the United States would have the world’s happiest citizens. But you’d be wrong. This year, when the United Nations Sustainable Development Solutions Network released its annual World Happiness Report, the U.S. had dropped out of the top 20, landing at 23rd on the list. The reason? America’s youth are deeply unhappy. What societal and cultural factors are at play here? Jan-Emmanuel De Neve, director of Oxford University’s Wellbeing Research Centre and a professor of economics and behavioral science, joins The Excerpt to share his insights into what truly makes people happy.

Teacher Well-Being Depends on Workload, School Climate and Feeling Supported

EdSurge

Researchers from the University of Oxford Wellbeing Research Centre developed a framework that divides teacher well-being into three main factors: job satisfaction, individual elements like physical health, and school-level drivers like work-life balance and class size.

Why Aren’t Today’s Youth Happy?

Psychology Today

In many parts of the world, younger folks are happier than the old. But in the U.S. the opposite is true. Happiness has plummeted so much for the young over the recent past that they are now much less happy than the older generations.

The U.S. ranked number 10 in happiness for folks 60 or older but a startling number 62 for those under 30.