ANTHROPOLOGICAL RESEARCHES AND STUDIES
No: 15, 2025

THE ROLE OF KEY PSYCHOSOCIAL RESOURCES IN SUBJECTIVE WELL-BEING AMONG ROMANIAN PROFESSIONALLY ACTIVE ADULTS ACROSS DIFFERENT AGE GROUPS

Andrea-Ecaterina SECU (1), Stefan LIȚĂ (2)
Keywords: psychosocial resources, subjective well-being, personal goals, age differences, professionally active adults.

 DOI: https://doi.org/10.26758/15.1.10

(1) PhD Student, School of Advanced Studies of the Romanian Academy, Institute of Philosophy and Psychology, Department of Psychology, Bucharest, Romania

(2) PhD researcher at the School of Advanced Studies of the Romanian Academy, Institute of Philosophy and Psychology, Department of Psychology, Romanian Academy, Bucharest, Romania; e-mail: stefan.lita@gmail.com

Address correspondence to: Andrea-Ecaterina SECU, School of Advanced Studies of the Romanian Academy, Institute of Philosophy and Psychology, Romanian Academy, Bucharest, Romania, 13 September Avenue, No.13, 5th District, Bucharest, 050711, Romania, Ph: + 40.766.22.70.60; E-mail: andre_satumare@yahoo.com

Abstract

Objectives. This research investigates the role of key psychosocial resources in well-being among professionally active adults. The present work aims to identify essential psychosocial resources for achieving personal goals across different age groups and examine how these resources predict subjective well-being.

Material and methods. Two studies were conducted. Study 1 involved 213 adults aged 18-65, divided into four age groups. Participants evaluated 204 personal goals and assessed the utility of 93 resources,  based on checklists. Study 2 included 514 adults and used the Positive Psychological Functioning Scale to measure key psychological resources, the Multidimensional Scale of Perceived Social Support to measure social support, and the Satisfaction with Life Scale to measure subjective well-being. The psychometric properties of these instruments were validated for the Romanian population.

Results. Psychosocial resources appreciated essential for successfully achieving personal goals vary in importance as individuals age and progress through different stages of adulthood. Priorities and valued resources adapt to the specific needs of each period of adult life. The influence of psychological resources on well-being varies with age. Psychological resources, central for well-being, fully (or partially) mediate the influence of other psychological resources, as well as social support.

Conclusions. Age functions more than a fragmentation variable; it shapes the opportunities and constraints faced by professionally active adults, thereby necessitating different resources for the successful achievement of personal goals. Furthermore, key psychological resources, deemed essential for personal goals, not only predict well-being but also mediate the influence of other resources, including social support, on subjective well-being.

Keywords: psychosocial resources, subjective well-being, personal goals, age differences, professionally active adults.

Suggested citation (APA)

Secu, A.E., & Liță, S. (2025). The role of key psychosocial resources in subjective well-being among Romanian professionally active adults across different age groups. Anthropological Researches and Studies, 15, 154-173. https://doi.org/10.26758/15.1.10

Introduction

Well-being, linked to health, longevity, positive relationships, job performance, and creativity, has garnered attention across various disciplines including psychology, economics, and medicine (Diener, Oishi, & Tay, 2018). Despite substantial scientific exploration into the mechanisms, determinants, and consequences of well-being, the connection between well-being and personal goals, particularly in relation to the resources required for achieving these goals, remains underexplored. This research focuses on understanding how psychosocial resources support employees in today’s dynamic professional environment. It aims to deepen the understanding of how individual priorities and resources evolve with age, enhancing the perspective on human development throughout professional life. Understanding how resources influence well-being, defined as the extent to which individuals are satisfied with their lives, experience happiness, and feel fulfilled, can provide valuable insights for developing psychological support programs aimed at enhancing quality of life.

Well-being imply two main components: subjective well-being (SWB) and psychological well-being (PWB), reflecting personal growth and fulfillment (Ryan & Deci, 2001). SWB is operationalized by prevalence of positive emotions, increased life satisfaction and infrequent negative emotions (Diener, 1984). Regarding the pathway of well-being, research indicates that adult well-being remains relatively stable throughout the life course (Diener & Lucas, 1999). Theoretical frameworks emphasize factors influencing SWB, including goal attainment, personality traits, comparisons with standards, and emotional experiences. Das et al. (2020) identify seven groups of factors that impact subjective well-being (SWB): demographic, socio-economic, health-related, personality, social support, religiosity and culture, and geographical factors. Despite demographic variables such as health, income, education, and marital status being considered indicators of needs, goals, and activities, their contribution to well-being variation is relatively modest (Diener et al., 2017).

As individuals move through adulthood, they set and strive for personal goals—internal representations of desired outcomes (Austin & Vancouver, 1996). Research indicates that the presence of personal goals, irrespective of their specific content, positively correlates with life satisfaction (Emmons & Diener, 1986). Actively pursuing and successfully achieving these goals further enhances well-being. Research underscores that well-being is also linked to making progress toward significant goals (Klug & Maier, 2014), as well as effectively fulfilling these goals (Wiese, 2007). Additionally, the consciously choosing and believing in the importance of these goals is associated with enhanced well-being (Little, Salmela-Aro, & Phillips, 2017). But personal goals and projects are defined within a system of constraints and resources that change with the historical and ontogenetic dimension of ages, necessitating continuous adjustments (Brandtstädter & Rothermund, 2002). For exemple, studies conducted by Ebner and colleagues, found that younger adults tend to focus more on growth objectives, while older adults show a stronger orientation towards maintenance and loss prevention (Ebner, Freund, & Baltes, 2006). In line with the results obtained by Nurmi (1992) and Salmela-Aro, Nurmi, Aro, Poppius and Riste (1993), Bühler, Weidmann, Nikitin and Grob (2019) concluded that life goals reflect what is possible and normative, given the physical, cognitive, and social resources of individuals at different ages.

Heckhausen’s life-span motivational theory emphasizes how individuals adjust their goals in response to changing opportunities and constraints, with goals influencing personal development and well-being outcomes (Heckhausen, Wrosch, & Schulz, 2010). Prioritizing goals based on available resources is crucial for adaptive goal-setting and optimizing well-being (Haase, Heckhausen, & Wrosch, 2013; Heckhausen & Wrosch, 2016).

The Conservation of Resources Theory (COR) by Hobfoll (1989, 2002) complements these perspectives by describing how individuals acquire, protect, and utilize resources to manage stressors and enhance well-being. Resources are instrumental in supporting goal pursuit and achievement, serving as aids in attaining desired life outcomes (Halbesleben, Neveu, Paustian-Underdahl, & Westman, 2014). Resources that help individuals achieve goals or satisfy needs hold greater value (Hobfoll & Ford, 2007).

Resources, as defined by Murrel & Norris (1983), are stable attributes individuals utilize to cope with life challenges and enhance well-being. They include material, social, and personal characteristics perceived as instrumental in goal achievement (Diener & Fujita, 1995; Hobfoll, Halbesleben, Neveu. & Westman, 2018). Freund and Riediger (2001, 2006) define resources as current or potential means for achieving goals, with their utility defined by the specific goal that they serve. Psychosocial resources encompass individual differences and social relationships that benefit mental and physical health outcomes (Taylor & Broffman, 2011; Taylor, 2011).

Hobfoll (2002) differentiates between contextual and personal resources. Contextual resources exist outside the self within social contexts, such as at home, in marriage, or with social support, while personal resources are internal traits like personal traits and energies (Brummelhuis ten & Bakker, 2012). Merino and Privado (2015) demonstrate that key psychological resources are interconnected in a hierarchical structure, forming a single higher-level construct termed “Positive Psychological Functioning” (PPF). They suggest variations in the contribution of these resources based on situations, highlighting the need for further research to explore these dynamics (Merino & Privado, 2015). Key resources as a specific subtype that has been identified in resource theory, refer to those resources that facilitate the selection, alteration, and implementation of other resources (Brummelhuis ten & Bakker, 2012).

As resources are finite, so people must make allocation decisions. The value of a resource changes with the context and the environmental shifts, affecting goal achievement strategies (Fishbach, Friedman & Kruglanski, 2003). Goal satisfaction is linked to well-being (Emmons, 1986), and the poor resource investment increases strain (Halbesleben et al., 2014). A strong and sustained relationship with SWB is anticipated only when resources are both scarce and essential for achieving deeply ingrained goals, goals that are deeply rooted or strongly held within an individual’s values, beliefs, or aspirations (Diener & Fujita 1995). These goals are typically considered important and meaningful, often reflecting core aspects of a person’s identity or his/hers long-term desires. Therefore, individuals prioritize conserving or acquiring resources that align with their multiple, sometimes competing, goals and needs.

Research purpose

Building on studies that connect well-being with personal goal achievement and the evolution of individual priorities with age, this research suposes that the resources necessary for achieving personal goals change over time, thereby contributing to well-being. The primary objective is to explore the role of psychosocial resources in well-being.

Halbesleben et al. (2014) recommend measuring both the availability and the subjective value of resources, as availability alone does not capture whether resources are utilized or valued. They emphasize that the subjective evaluation of the resource value is crucial for understanding its impact on outcomes and caution against measuring resources and outcomes simultaneously to avoid spurious correlations.

Following these recommendations, this study employed a descriptive cross-sectional design in two parts. Given that the relative importance of the resources in successive life stages had not been previously explored, and resources were not studied as a unified whole (typically focusing on quantifying the influence of a limited subset of resources on outcomes of interest to researchers), this study aimed to address this gap.

The first part aimed to identify the most essential resources for achieving personal goals across the different life stages (under 30 years, 31-40 years, 41-50 years, and over 50 years). This study was based on the premise that the resource value is goal-dependent and that goals vary with age. We used a comprehensive list of nearly one hundred resources from the literature, hypothesizing age-related variations in perceived utility.

Considering previous research which highlighted the influence of congruence between the personal goals and the available resources on well-being, the second part examined how the essential psychosocial resources for age-specific goals predict the subjective well-being. The authors hypothesized that a greater availability of age-appropriate resources would correspond to some higher well-being levels. This approach ensures a nuanced understanding of resources utility across life stages and its impact on well-being, aligning with Halbesleben et al.’s emphasis on the subjective evaluation of resources and addressing the previously unexplored variation in resource importance across the life stages.

Study 1

Material and methods

Participants

The sample consisted of 213 professionally active adults aged between 18 and 65 years, divided into four age groups (N <30 = 49, N31-40 = 35, N41-50 = 57, and N>50 = 23). From a socio-demographic perspective, all participants were professionally active adults, with the majority being female (63%), residing in urban areas (79%), and having a high level of education (84% with university degrees), as well as at least moderate to high incomes (86% with at least moderate incomes).

Procedure

As for the methodology, in the first stage, to identify respondents’ main personal goals, a list of 204 goals was used. Based on this list, respondents were asked to assess the current status of each objective in terms of achievement. The aim of this initial step was to identify the active objectives that adults are currently striving to achieve. In the second stage, starting from the list of the active personal objectives, respondents were asked to assess the utility of 93 resources for their personal goals. This stage concluded by identifying the psychosocial resources with high utility, which participants consider essential for achieving their personal objectives, categorized by age groups. These resources are those ones without which the active personal goals cannot be successfully achieved.

Research tools

To achieve the study’s objectives and hypotheses, two checklists were used:

Goals List: The personal goals included in the list used in Study 1 were those used by Chulef, Read and Walsh in 2001 for creating a hierarchical taxonomy of human objectives. This list was later updated by Talevich et al. in 2017 and supplemented with objectives related to obtaining material and energetic resources. The list used comprised a total of 204 personal goals of moderate generality. Respondents were asked to indicate which objectives they are currently pursuing (active goals), which they have postponed (frozen goals), which they have completed (achieved goals), which they continuously pursue (maintained active goals), and which are currently irrelevant to them (irrelevant goals).

Resources List: The resources included in the list were those found in the COR-Evaluation (COR-E), a tool derived from Hobfoll’s Conservation of Resources theory, developed to measure the resource loss/gain (Hobfoll, Lilly & Jackson, 1992). The 74 resources from the questionnaire were supplemented with resources used by Diener and Fujita (1995) in their study demonstrating that well-being depends on the congruence between pursued objectives and the available resources. The list used in the study comprised a total of 93 resources. Respondents were asked to rate the utility (essential = 3/ useful = 2/ insignificant= 1) of these resources for their objectives.

Results

To identify the typical personal active goals of the professionally active adults of different ages, given the nominal nature of these data, the percentage of respondents selecting a specific goals relative to the number of respondents in a particular age category was analyzed (p̂). Differences were assessed using the Z-test for proportions (Z , p < .05). The practical significance of the difference was estimated by calculating the value of the coefficient h proposed by Cohen (h).

From the perspective of active personal goals, the obtained results demonstrate significant differences among adults based on their age categories.

  • Young adults under 30 focus on completing their studies (Obtaining an advanced educational degree: p̂ = .63, Z = 2.36, p < .05, h= .53; Getting an education: p̂ = .53, Z = 2.50, p < .05, h= .56), achieving professional status (Having a career: p̂ = .51, Z = 2.32, p < .05, h= .52) , and a sense of security (Feeling safe and secure: p̂ = .51, Z = 3.17, p < .01, h = .74). Goals related to involvement in religious community life and those related to children are less relevant to them compared to adults aged 31-40.
  • Adults aged 31-40 have achieved certain personal goals that need to be maintained, such as forming a circle of friends who can provide emotional support, maturity, autonomy, self-acceptance, security, stability, and socially and professionally valued skills. Adults aged 31-40 focus on ensuring an adequate income to support their families (Making a lot of money/ Buying things I want: p̂ = .51, Z = 3.01, p < .01, h = .64; Being able to meet my financial needs, not worry about bills, expenses, etc.: p̂ = .54, Z = 2.51, p < .05, h = 54). Completed goals are significantly higher among adults aged 31-40, who are considered more mature in their thinking and in their behavior, sufficiently practical and physically active, and satisfied both with themselves and with their lives.
  • Adults aged 41-50 feel they have achieved goals related to social relationships and personal development, especially autonomy (Being independent, self-reliant, self-sufficient: p̂ = .60, Z = 2.06, p < .05, h = .53; Having people to do things with.: p̂ = .60, Z = 2.55, p < .05, h = .66; Receiving support from others on projects I believe in: p̂ = .58, Z = 2.41, p < .05, h = .62; To avoid conflict with others.: p̂ = .51, Z = 2.35, p < .05, h = .61)
  • Beyond the age of 50, the analysis of personal goals indicates a better understanding of personal limits and a greater realism (To avoid responsibility.: p̂ = .82, Z = 3.51 p < .001, h = .95; Avoiding criticisms from others: p̂ = .52, Z = 2.04 p < .05, h = .50).

Thus, the significant differences observed in the adults goals across different age categories underscore that these vary with age, transitioning from goals related to establishing professional status and ensuring a certain security through adequate income for family support, to achieving personal ideals and developing harmonious social relationships as they advance in age.

To assess the perceived utility of resources, the study began by analyzing how responses were distributed, based on the classification of resources according to Hobfoll into personal, social, energetic and material resources. To establish the relevance of differences in the assessment of resource utility across different age categories, statistical analysis utilized the Kruskal-Wallis (nonparametric, distribution free test alternative to the one-way ANOVA) and Mann-Whitney U tests (post-hoc for KW).

Given the aim of the study, the analysis focused on psychosocial resources considered essential (with a utility rating > 2.50). Out of the 93 resources listed for participants only 15 resources (16%) were deemed essential regardless of age, and more than half (57%) were considered essential for personal objectives by participants belonging to at least one age group. None of the analyzed psychological resources were considered non-essential by respondents. Among the social resources, three were found some to be useful but not essential (influential connections, position of authority and strong romantic relationship); all other social resources included in the list were deemed essential for their personal objectives by respondents across age groups.

From the perspective of the most useful resources (resources with high average ratings) for adult objectives, the following trends were observed:

  • Young adults up to 30 years old particularly value: Free time (M= 2.76, SD = .43), Self-confidence (M = 2.69, SD = .47), Intelligence (M = 2.69, SD = .47), Stamina/endurance (M = 2.69, SD = .55), Emotional self-control (M = 2.67, SD = .47), and Personal health (M = 2.67, SD = .52).
  • Adults aged 31-40 appreciate: Personal health (M = 2.94, SD = .24), Time for adequate sleep (M = 2.83, SD = .38), Family stability (M = 2.80, SD = .45), Financial stability (M = 2.80, SD = .41), and Spouse/partner’s health (M = 2.83, SD = .45).
  • Adults aged 41-50 value: Personal health (M = 2.79, SD = .41), Family stability (M = 2.74, SD = .44), Health of family/close friends (M = 2.67, SD = .51), and Time with loved ones (M = 2.65, SD = .48).
  • Adults over 50 appreciate: Personal health (M = 2.96, SD = .21), ); Family stability (M = 2.87, SD = .34), Health of family/close friends (M = 2.91, SD = .29), and Time with loved ones (M = 2.74, SD = .45).

To evaluate the relevance of these differences, the Kruskal-Wallis test was used. This non-parametric test is recommended for situations where data are skewed and when comparing more than two independent groups (Field, 2013).

Regarding the psychological and the social resources there were considered essential regardless of age, those with averages above 2.50, as presented in Table 1, no significant differences were identified in the appreciation of utility among the respondents of different ages. Only personal health and free time showed significant differences in their appreciation as essential resources across age groups.

Table 1

Differences in appreciation of resources valued as essential regardless of age (to see Table 1, please click here)

Therefore, irrespective of age, the following psychosocial resources were deemed essential for successfully achieving personal goals: Self confidence; Feeling that life has meaning or prupose; Motivation to get things done; Sens of optimism and Self-discipline for work; Family stability, Health of family/close friends; Time with loved ones; Financial stability; Stable employment and Family support.

Table 2

Differences in appreciation of personal and social resources considered essential only at cerain ages or deemed as useful/irrelevant for their personal goals ( to see Table 2, please click here)

For personal and social resources deemed essential only by respondents belonging to some specific age categories and for those deemed as useful/irrelevant for personal goals of activ adults, as presented in Table 2., differences based on age were identified.

To investigate the significant differences highlighted by the Kruskal-Wallis test, the variability in the assessment of resources within each age interval was analyzed using a post-hoc test (Mann-Whitney U test). Given that four groups were compared (under 30 years. 31-40 years. 41-50 years. and over 50 years), Bonferroni correction was applied to minimize the probability of making a type I error. Therefore, the significance threshold was divided by the number of groups (0.05 / 4 = 0.0125; 0.01 / 4 = 0.00625) following Field’s recommendations (Field, 2013). To evaluate the association between the ranks assigned to values in the two compared groups, the coefficient r was calculated.

Post-hoc comparisons using Mann-Whitney U test indicated that young adults (under 30) compared to adults in the next age category (31 – 40 years) value less: Spouse/partner’s health (U = 622.5, p < .05, r = .28); Children’s health (U = 565.5, p < .05, r = .33) but there was no resource analyzed valued more by young adults under 30 years old compared to adults aged 31 – 40 years. Compared to older adults (41 – 50 years), young adults (under 30) value less: Children’s health (U = 950, p < .05, r = .32); Feeling that I have control over my life (U = 1043, p < .05, r = .25); Strong romantic relationship (U = 999, p < .05, r = .26); and compared to adults over 50 years, youngs valued less Spouse/partner’s health (U = 375.5, p < .05, r = .33); Children’s health (U = 312, p < .05, r = .41); Good relationship with my children (U = 373.5, p < .05, r = .31) but valued more Ability to communicate well (U = 358, p < .05, r = .33); Public speacking skills (U = 369, p < .05, r = .31); Advancement in education or trening (U = 345, p < .05, r = .34); Position of authority (U = 362.5, p < .05, r = .31) and Strong romantic relationship (U = 281, p < .05, r = .43).

Post-hoc comparisons indicated also that adults between 31 – 40 years compared to adults in the next age category (41 – 50 years) value more: Feeling that I am successful (U = 720, p < .05, r = .26); Feeling that I have control over my life (U = 704, p < .05, r = .28); Public speacking skills (U = 685.5, p < .05, r = .29); The feeling of personal development (U = 728, p < .05, r = .26); Strong romantic relationship (U = 696, p < .05, r = .27), but there was no resource valued less by adults aged between 31 to 40 years compared to those aged 41 to 50 years. Compared to older adults (over 50), adults of 31 – 40 years value more: Social skills (U = 247, p < .05, r = .36); Public speaking skills (U = 232.5, p < .05, r = .39); The feeling of personal development (U = 246, p < .05, r = .38); Advancement in education or trening (U = 184, p < .01. r = .51); Feeling that I am successful (U = 248, p < .01, r = .36); Ability to organise tasks (U = 236, p < .01, r = .39); Ability to communicate well (U = 241.5, p < .05, r = .38); Sense of pride in myself (U = 248, p < .05, r = .35); Influential connections (U = 254.5, p < .05, r = .35); Strong romantic relationship (U = 198, p < .01, r = .45); Position of authority (U = 247.5, p < .05, r = .35) and there was no resource valued less by adults aged between 31 to 40 years compared to those older than 50 years.

No psychosocial resource analyzed was appreciated differently (less/more) by adults aged between 41 to 50 years compared to those over 50 years.

Additional data regarding to the other material and energy resources can be made available upon request.

Discussions for Study 1

The changes noted in the appraisal of the resources (both general and psychosocial) across the different age groups support the hypothesis that the perception of the resource value evolves with age-related changes in life goals. Thus, adults under 30 years of age focus on personal development, career advancement, and communication skills, while those being between 31 and 40 years old seem to emphasize career advancement, personal development and the ability to provide for their family. Adults over 50 years old pay particular attention to family relationships while placing less value on skills such as public speaking or professional promotion. As the individuals get older, resources deemed essential (with high utility) for achieving their personal goals vary in accordance with the major developmental goals described in the literature.

Study 2

Material and methods

Participants

The sample consisted of 514 working adults aged between 18 and 65 years, divided into four age groups, same as in the first study.

Instruments

For achieving the goals and hypotheses set for the second study, the following instruments were used:

  1. Positive Psychological Functioning Questionnaire (Merino & Privado, 2015) measures 11 key resources which are crucial because they facilitate the selection, the modification and the implementation of other resources. These key psychological resources are personal characteristics that enable more effective coping styles or facilitate the optimal use of other resources. The questionnaire measures levels of autonomy, optimism, vitality, curiosity, creativity, environmental control, umor, self-esteem, resilience, enjoyment and sense of life. Due to the lack of psychological instruments for measuring these psychological resources, for the current research, the scale was obtained from the authors and was translated, adapted and validated for the Romanian population. Based on data collected from 258 subjects, the psychometric qualities of the instrument used in the extensive second phase of the research were analyzed. The internal consistency indicated by the Cronbach’s alpha coefficient was found to be .91 and the internal structure comprises 11 primary factors (representing the 11 key psychological resources) organized into a hierarchical model with one secondary factor – Positive Psychological Functioning (Secu, 2022).
  2. The Multidimensional Scale of Perceived Social Support (Zimet, Powell, Farley, Werkman & Berkoff, 1990) is designed in order to assess the level of perceived social support from three sources: family, friends and significant others. The psychometric properties of the scale have been confirmed by numerous studies across different countries, establishing it as an internationally recognized instrument (Dambi et al., 2018). The scale was adapted for the Romanian population by Marian (Marian, 2006). For this research the scale was obtained from the authors and was used with them permission.
  3. The Satisfaction with Life Scale (Diener, Emmons, Larsen & and Griffin, 1985) is designed in order to assess the global cognitive satisfaction with somebody’s life expectations. According to studies by Pavot and Diener (1993, 2008) the scale accurately measures life satisfaction levels without being biased by life events’ fluctuations. The scale was adapted for the Romanian population by Stevens et al. (2012) and used with their permission.

Results

The analysis began by examining trends in the variation of the resources across different age groups. The results highlighted significant differences and underscored the importance of considering positive psychological functioning and of the age in understanding and addressing various aspects of well-being.

To estimate the influence of the psychological resources on the well-being across different age groups, multiple linear regression was employed.

To explore the possible indirect and interactive effects in the regression model the Process Macro developed by Hayes (Hayes, 2017) was utilized.

For young adults under 30 years old, it was found that 66% of the variance in well-being could be explained by the levels of five key psychological resources: autonomy, optimism, self-esteem, vitality and enjoyment. So, the authonomy emerged as being the most significant predictor. The model presented in Table 3 proved to be statistically significant F (5, 236) = 95.29, p < .001.

Table 3

Regression Analysis Summary for predicting Well-Being (adults up to 30 years old) (to see Table 3, please click here)

These five key resources act as mediators in the relationship between other psychosocial resources and subjective well-being: optimism, self-esteem, enjoyment, autonomy and vitality fully mediate the influence of life purpose, environmental control, resilience, creativity, family support and social support from other significant individuals concerning the subjective well-being. They partially mediate the influence of humor and curiosity. Additionally optimism, enjoyment, autonomy and vitality fully mediate the influence of social support from friends on subjective well-being (to see Appendix, click here).

In the case of the actively employed professionals aged between 31 and 40 years, 48% of their concern about the variance in well-being can be explained by the levels of three key psychological resources: self-esteem, environmental control and vitality.

Self-esteem emerged as being the most significant predictor. The model presented in Table 4 was statistically significant F (3, 94) = 30.89, p < .001. The environmental control as predictor becomes statistically significant in estimating the level of well-being after halving the .064 bilateral significance threshold (t = 1.87, p < .05). Self-esteem, vitality and environmental control fully mediate the influence of humor and life purpose on subjective well-being. Self-esteem and vitality fully mediate the influence of resilience, enjoyment, optimism, autonomy, curiosity, creativity and social support from significant others on subjective well-being. Additionally, vitality fully mediates the influence of family social support on subjective well-being.

Table 4

Regression Analysis Summary for predicting Well-Being (31 – 40 years) (to see Table 4, please click here)

In the case of actively employed professionals aged between 41 and 50 years, 44% of the variance in well-being can be explained by the levels of three key psychological resources: self-esteem, environmental control and enjoyment.

Enjoyment emerged as the most significant predictor. The model presented in Table 5 was statistically significant F (3, 115) = 32.71, p < .001. Self-esteem, environmental control and enjoyment fully mediate the influence of vitality, optimism, life purpose, autonomy, umor, creativity and resilience on subjective well-being. They partially mediate the influence of curiosity on subjective well-being. Self-esteem and enjoyment partially mediate the influence of family support on subjective well-being, while enjoyment fully mediates the influence of social support from friends on subjective well-being.

Table 5

Regression Analysis Summary for predicting Well-Being (41 – 50 years) ( to see Table 5, please click here)

Taken into account the actively employed adult aged over 50, the model that best explains the variance in subjective well-being includes two key psychological resources: self-esteem and enjoyment. 67% of the variance in well-being can be explained by the levels of these two psychological resources. The model presented in Table No. 6 proved to be significant F(3, 115) = 32.71, p < .001.

Table 6

Regression Analysis Summary for predicting Well-Being (over 50 years) (to see Table 6, please click here)

Self-esteem fully mediates the influence of resilience and social support from significant others on subjective well-being. Self-esteem and enjoyment fully mediate the influence of life meaning, vitality, autonomy, umor, creativity, environmental control and optimism on subjective well-being.

Discussions for Study 2

The influence of psychological resources on well-being varies with age. Psychological resources, they being central for well-being, fully (or partially) mediate the influence of other psychological resources as well as social support. This relational model was noticed across all four age groups as they were analyzed.

General discussions

The results of the first part highlight that the resources necessary for the successfully achieving personal goals in professional adulthood vary across age categories. These differences suggest that the priorities and resources shift with advancing age, reflecting the specific developmental stages and life needs of each age group. The results confirmed the hypothesis that the perceived utility of psychosocial resources depends on personal goals and age, supporting the idea that personal goals change with age and along with them, changes occur in the resources considered particularly useful (essential) for the successfully achieving of these goals.

Psychosocial resources do not have the same importance or relevance throughout adult life. They change with life stages and the personal and professional evolution. While psychological and social resources remain fundamental for personal and professional success throughout active adult life, priorities and emphasis on certain resources vary with age and individual experiences, reflecting the specific needs and goals of each life stage. In youth, the focus is on developing skills that support the integration and the performance at work, later on achievements (success/achievement) become important as well as meeting family needs. Family, health, and income security are considered important resources for successfully achieving personal goals that adults set for themselves, even after retirement.

From an organizational perspective, these findings emphasize the need to implement measures and actions that consider age-related differences. This approach can better align organizational practices with the needs and objectives of the employees at different life stages (for instance it could involve differentiated professional development programs, flexible work arrangements and benefits, recognition and appreciation programs, and retirement transition programs). These conclusions highlight the need to adapt support and development strategies according to the specific needs of each age group. Recommendations that take into account the resources valued by each age group can help the research organizations to better align with the needs and objectives of employees based on their life stage. Thus, identifying and adapting measures to better suit the needs of different age groups become essential in optimizing the organizational climate and supporting employees’s development. They can contribute to creating a work environment where employees of all ages feel valued, supported and encouraged to achieve their personal and professional goals.

The results of the second study prove that in young adults under 30 years old, 66% of the variance in subjective well-being can be explained by the levels of five key psychological resources: optimism, self-esteem, enjoyment, autonomy and vitality. For adults aged 31-40, 48% of the variance in subjective well-being can be explained by three psychological resources: self-esteem, environmental control and vitality. Adults aged 41-50 show that 44% of the variance in subjective well-being can be explained by three key psychological resources: self-esteem, environmental control and enjoyment. In adults over 50 years old, 68% of the variance in subjective well-being can be explained by two psychological resources: self-esteem and enjoyment. These key psychological resources fully (or partially) mediate the influence of other psychological resources as well as the social support.

From the comparative analysis between the resources deemed essential for personal goals in active professional adults from the first study and the psychosocial resources best predicting well-being, it is evident that there is an overlap between these two sets of resources (differences are partly due to methodological differences); and in a cautious interpretation of the results it is supported that some resources deemed essential for achieving personal goals also have the capacity to predict subjective well-being. So, although not all resources have the same predictive value, they interact.

It is evident that there is a certain complexity in interpreting and associating psychological resources with subjective well-being, and certain discrepancies may arise from individual perceptions and varied interpretations of these resources. Overall, these conclusions emphasize not only the importance of psychological resources in predicting subjective well-being, but also the complexity and the interconnections between the psychological and social resources, offering significant implications for practical approaches and psychological interventions. 

Limits of research

The limitations of this research need to be considered in interpreting and applying the results. Firstly, the studies focused exclusively on professionally active adults in Romania, which may restrict the generalization of findings to other populations or cultural contexts. Secondly, the exclusive use of the self-assessment for measuring variables could affect the precision of the identified associations, suggesting the need for complementary data collection methods in future research. Additionally, the relatively small sample sizes limited the possibility of conducting more detailed analyses and deeper exploration of relationships between variables.

Furthermore, the use of a cross-sectional approach does not allow for causal conclusions, with a better understanding of causal relationships requiring longitudinal investigations. Moreover, the COVID-19 pandemic could be a disruptive factor, influencing the perception of resources across all age groups (especially health-related resources). Certainly, there are also limitations in terms of methodology and research approach. However, being a pioneering study among those conducted in Romania on this topic, it can certainly pave the way for further more studies and empirical research to scientifically investigate the complex and the dynamic relationship between the studied variables.

Conclusions

The first study have highlighted that psychological resources considered essential for successfully achieving personal goals vary in importance as individuals age and progress through different stages of adulthood. In the second study it was found that certain resources considered essential for the successfully achieving goals have the capacity to anticipate subjective well-being. Although the data obtained did not allow for the full confirmation of the research hypothesis, the results underline the necessity of personalizing the psychological interventions and an organizational measure congruous to the characteristics and individual needs of adults in various age groups. Understanding the different ways in which psychological and social resources act and interact in determining the well-being, this highlights the need for a holistic approach, with a special attention to the social context and to the demographic factors, such as age. These conclusions underline the dynamic nature of the psychological resources across adulthood and emphasize the potential of targeted interventions to enhance the well-being, tailored to the specific developmental needs and goals of the individuals at different stages of their life.

These results are of a significant importance from several perspectives. First, they contribute to a deeper understanding of the evolution of priorities and individual resources as people age, offering a comprehensive perspective on the human development throughout the active lifespan. Second, they provide essential insights into the impact of the psychological resources on subjective well-being. Identifying these resources and understanding how they positively influence the well-being provides a valuable knowledge that can be integrated into the development of psychological support of interventions and programs aimed at enhancing the quality of life and personal well-being. Third, the current results can guide the development of effective and personalized interventions. They can also serve as a basis for designing and implementing coaching and therapy programs aimed at improving specific psychological resources and consequently individual well-being. In addition to these aspects, the conclusions drawn from these results offer essential guidance for adapting social services and policies to the varied needs and requirements of different age groups. Overall, the findings contribute to improving our understanding of human development processes and can be used to support the individual development and enhance the quality of life throughout the lifespan.

Schubert and Knecht (2012) assert that resources have age specific functions. Throughout the human lifespan the significance and function of these resources evolve.  Certain resources become particularly beneficial during some specific developmental stages (e.g., childhood, middle age and old age) and are utilized differently to address the unique developmental tasks associated with each age and gender. This understanding is crucial for the age- and gender-specific promotion of resources through socialization and educational processes across the entire lifespan, including old age. Resource-oriented professional practices (such as promotion, psycho-social counseling and psychotherapy) aim to mitigate the perception discrepancies by guiding individuals (e.g., through educators, counselors, etc.) to sensitively recognize and develop personal and environmental potentials (resource perception) and utilize them in order to achieve goals or cope with demands (resource activation). The present study is among the few that empirically explores this intriguing aspect.

More than that, from the perspective of practical utility, the current results can be applied in multiple fields and contexts. First of all, in the field of psychology and mental health, the data obtained can be integrated into the clinical and the therapeutic practice with the aim to develop personalized and effective interventions aimed at improving individual psychological well-being. Secondly, in human resource management, understanding the dynamics related to changes in resources and individual priorities throughout life can provide guidance for developing the career development programs and the human resources management strategies tailored to the needs and characteristics of different age groups. In addition to these practical applications, in education and personal development this information can be integrated into educational and personal development programs in order to support individuals in becoming aware of and cultivating the personal resources necessary for achieving goals and enhancing well-being. Furthermore, in the realm of social policies, these results can be used to guide the development of policies and social programs that better meet the needs and the aspirations of different age groups within the community. In future studies, the current findings can serve as a foundation for further research in the fields of psychology, sociology and other social sciences, contributing to advancing knowledge about human development and its influences on individual and social well-being.

Acknowledgements

This study is part of the doctoral research project entitled “Psychosocial Resources In The Estimation Of Well-Being In Professionally Active Adults” PhD. student Andrea-Ecaterina Secu, coordinated by PhD. Margareta Dincă, at the School of Advanced Studies of the Romanian Academy, Institute of Philosophy and Psychology, Department of Psychology, Romanian Academy, Bucharest, Romania.

A summary of this work was presented at the National Conference on Industrial-Organizational Psychology “Horia D. Pitariu”, the XXIV edition, April 12th – April 14th. 2024, Bucharest, Romania.

Competing interests

The authors declare no competing interests.

Consent to participate

Informed written consent was obtained from each participant at the time of recruitment. The subjects were informed that they could withdraw from the study at any stage, and they were assured of confidentiality.

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