Childhood Predictors of Adult Psychological Wellbeing in an Urban Sample

INTRODUCTION: Psychological wellbeing (PW) is an individual’s level of positive psychological functioning (versus the absence of negative outcomes), as assessed by functioning in domains such as autonomy, personal growth and purpose, and social relations. Prior research has demonstrated that high PW is predictive of positive outcomes in multiple domains, whereas low PW is predictive of poor health and psychosocial functioning. Yet the predictors and developmental processes leading to PW are poorly understood, especially among high-risk populations that may benefit most from high levels of psychological resources in the face of chronic adversity. This study addresses these gaps by examining childhood predictors of adult PW, with a focus on rarely studied socio-demographic and educational variables, in a sample that grew up in urban poverty.

METHOD: The sample included 1,133 participants who completed surveys at ages 22-24 as part of the Chicago Longitudinal Study. A comprehensive predictor set was examined, including: gender, race, socioeconomic risk, adverse childhood experiences (ACEs), early and extended intervention, classroom adjustment, school retention and mobility, parent involvement, perceived competence, troublemaking behavior, shy/anxious behavior, magnet school attendance, special education; Kindergarten, Grades 3 and 8 achievement; juvenile arrest, and on-time graduation. A PW scale was created by summing participants’ responses on items assessing life satisfaction, optimism, and self-efficacy (M = 36.63, SD = 5.46; higher scores indicate higher PW). Hierarchical regression analyses were conducted.

RESULTS: In the final model, perceived competence, magnet school attendance, Grade 8 reading achievement, and on-time high school graduation were positively associated with adult PW (p < .05). ACEs and juvenile arrest were negatively associated with adult PW (p < .001). Subgroup differences were also detected by gender, and for alumni of an extended early intervention versus all others.

CONCLUSIONS: Middle and high school variables (academic achievement, school quality, juvenile arrest) were more strongly associated with adult PW than early childhood variables. Among early childhood variables, ACEs were more strongly associated with adult PW than socioeconomic risk. These results suggest that it may be beneficial for elementary schools to systematically identify students who have been affected by severe levels of adversity, and to provide targeted support services. During middle and high school, low-achieving students would likely benefit not only from educational supports, but also counseling services to enhance their perceived competence and PW. Future analyses will closely examine subgroup differences and evaluate alternative PW measures.