From Social Emotional Learning to Psychological Well-Being: The Mediating Role of Meaning in Life in Emerging Adulthood

Abstract

Psychological well-being becomes paramount during emerging adulthood owing to identity exploration, transitions, and enhanced responsibility. In contemporary positive psychology, resource theories focus on strengths and promote flourishing instead of prevention of pathology. In particular, researchers tend to focus on social emotional learning and meaning in life as two of such resources. However, little work has been done in relation to mediators of their relationship. This research investigates the relations between the three variables above with regard to the role of meaning in life as mediator of psychological well-being during emerging adulthood. Quantitative cross-sectional mediation design was used in conjunction with the purposive sampling method. There were 310 emerging adults aged between 20 and 29 years participating in the study. These included undergraduate students, graduate students, and university graduates. Social Emotional Learning Scale, Meaning in Life Questionnaire, and Ryff's Psychological Well-Being Scale were used for the assessment. It was found that social emotional learning had a positive correlation with meaning in life (r = .96, p < .001) and psychological well-being (r = .96, p < .001) and meaning in life correlated strongly with psychological well-being (r = .93, p < .001). Mediation analysis showed that there was a significant indirect effect (B = .06, 95% CI [.03, .09]).

Keywords: social emotional learning; meaning in life; psychological well-being; emerging adulthood; positive psycholog; mediation