Researchers from the Deakin University found that positive social relationships in childhood and adolescence are key to adult well-being, while academic achievement appears to have little effect on it.
Adult well-being was defined as a combination of a sense of coherence, positive coping strategies, social engagement and self-perceived strengths.
Researchers analysed data from 804 people followed up for 32 years, who participated in the Dunedin Multidisciplinary Health and Development Study (DMHDS) in New Zealand.
They explored the relative importance of early academic and social pathways to adult well-being.
In particular, they measured the relationship between level of family disadvantage in childhood, social connectedness in childhood, language development in childhood, social connectedness in adolescence, academic achievement in adolescence and well-being in adulthood.
Social connectedness in childhood was defined by the parent and teacher ratings of the child being liked, not being alone, and the child's level of confidence.
Social connectedness in adolescence was demonstrated by social attachments (parents, peers, school, confidant) and participation in youth groups and sporting clubs.
The researchers found a strong pathway from child and adolescent social connectedness to adult well-being. This illustrates the enduring significance of positive social relationships over the lifespan to adulthood.
While the pathway from early language development, through adolescent academic achievement, to adult well-being was weak, which is in line with existing research showing a lack of association between socioeconomic prosperity and happiness.
The study was published in Springer's Journal of Happiness Studies and was conducted by Professor Craig Olsson from Deakin University and the Murdoch Children's Research Institute in Australia, and his colleagues.
