Social Well-Being Predictors and Affecting Factors Among Iranian Adolescent School Girls: A Cluster Cross-Sectional Study Publisher Pubmed



S Keshavarz SEDIGHEH ; F Farnam FARNAZ ; R Kharaghani ROGHIEH ; M Damghanian MARYAM
Source: BMC Public Health Published:2025

Abstract

Introduction: Social well-being (SWB) is a critical aspect of health that is often overlooked in adolescents, yet it plays a vital role in their development. This study aims to examine SWB and identify the relevant factors in adolescent girls in Iran. Methodology: This cross-sectional study utilized a four-stage cluster sampling method that involved 1,247 school-aged adolescent girls from different socioeconomic regions of Iran’s capital, Tehran. Data were collected from 20 schools—10 middle schools and 10 high schools—using a demographic questionnaire and Keyes’ SWB questionnaire. The school Socioeconomic Status (SSES) served as an indicator of socioeconomic status, encompassing the following categories: SSES1 (developed), SSES2 (relatively developed), SSES3 (moderately developed), SSES4 (less developed), and SSES5 (underdeveloped), which are based on provincial development clusters. The analysis was conducted using the t-test, ANOVA, linear regression, and multiple linear regression models in STATA version 16 and SPSS 24. Results: Of the participants, 18.3% have a low mean score for SWB, 72.7% have a mean score, and only 8.9% have a high score. The backward multiple regression showed a relationship between the Grade Point Average (GPA) (P < 0.001) (β = 2.98), studying humanities discipline (P < 0.001) (β = 7.60), mother’s education to bachelor’s (P = 0.02) (β = 4.54), employed mothers (P = 0.01) (β = -4.04), daily exercise (P < 0.001) (β = 8.91), and having diseases (P = 0.02) (β = 5.51) with SWB scores. The highest score difference was observed between SSES1 and SSES5(P = 0.002) (β = 6.57). Conclusions: Analysis reveals that the relevant predictive factors of SWB in this study include physical factors (exercise and diseases), educational factors (GPA and field of study), familial factors (mother’s education and employment), and school Socioeconomic Status (SSES). Consequently, it is recommended that educational and healthcare centers consider these factors when compiling, prioritizing, and implementing health policies with the assistance of policymakers. This approach helps enhance mental and physical health in relation to this vital aspect. However, such a program requires further improvement through extended studies in other regions. © 2025 Elsevier B.V., All rights reserved.