Skip to main content
NCBI home page
Wiley Open Access Collection logoLink to Wiley Open Access Collection
. 2026 Jul 6;18(4):e70172. doi: 10.1111/aphw.70172

Between “we” and “well‐being”: Do basic psychological needs mediate the relationship between interdependent self‐construal and adolescent subjective well‐being?

Milica Lazić 1,✉, Mohsen Joshanloo 2, Aleksandar Tomašević 3, Dušana Šakan 4, Vesna Gavrilov‐Jerković 1, Marija Zotović‐Kostić 1, Vojana Obradović 1, Veljko Jovanović 1
PMCID: PMC13428330  PMID: 42405651

Abstract

The role of identity content in adolescent subjective well‐being (SWB) is poorly understood. To address this gap, the present longitudinal study examined the relationships between two dimensions of interdependent self‐construal (relational and collective) and SWB (positive affect, negative affect, and life satisfaction). We also investigated whether basic psychological needs satisfaction could serve as a mechanism explaining the relationship between interdependent self‐construal and SWB. The sample consisted of 971 Serbian adolescents (M age = 15.64, 64.5% female), who completed surveys at three time points over a 12‐month period. The results of random intercept cross‐lagged panel modeling indicated that: (1) adolescents reporting consistently higher levels of collective self‐construal also reported consistently higher levels of SWB, whereas adolescents reporting consistently higher levels of relational self‐construal showed consistently higher positive affect but neither higher life satisfaction nor lower negative affect; (2) within‐person deviations in interdependent self‐construal were not associated with subsequent deviations in SWB; and (3) the satisfaction of basic psychological needs did not mediate the association between interdependent self‐construal and SWB at the within‐person level. Overall, the findings suggest that the relationship between interdependent self‐construal and SWB operates primarily at the between‐person level rather than the within‐person level, indicating that stable patterns of self‐definition are more strongly related to adolescents' well‐being than within‐person changes in self‐definitions over the one‐year study period.

Keywords: adolescence, basic psychological needs, random intercept cross‐lagged panel model, self‐construal, subjective well‐being

INTRODUCTION

During adolescence, young people increasingly define themselves through close relationships and group affiliations, which makes interdependent self‐construal an important aspect of self‐development at this age (Tanti et al., 2008; Topciu, 2020). Understanding how adolescents conceptualize the self in relation to others is therefore essential for explaining key developmental changes in emotional and psychological adjustment. The concept of interdependent self‐construal captures this relational aspect of identity, emphasizing that one's sense of self is inherently shaped by social relationships and group memberships (Markus & Kitayama, 1991). In contrast to the independent self, defined through personal attributes and individual agency, interdependence reflects a view of the self as connected, responsive, and embedded within social contexts (Triandis, 1989).

The interdependent self‐construal consists of two distinct yet interrelated aspects: relational and collective (Sedikides & Brewer, 2001). Individuals with relational self‐construal perceive and interpret the self in terms of close, intimate relationships, such as those with a best friend or romantic partner (Cross et al., 2009). Individuals with strong relational self‐construal prioritize maintaining harmonious relationships, demonstrate enhanced empathy, and derive their sense of self‐worth primarily from the quality of their relationships with others (Brewer & Gardner, 1996; Cross et al., 2000). In contrast, individuals with collective self‐construal place a greater value on shared identities, social groups, and collectives (e.g., school, religious, and ethnic communities) when defining the self (Cross et al., 2009). Therefore, relational self‐construal emphasizes dyadic relationships and direct personal interactions, whereas collective self‐construal is based on group values, norms, and shared experiences, and can develop through identification with groups even without close contact with their members.

It is essential to recognize the distinction between these two aspects of interdependent self‐construal, as they are often only weakly associated (e.g., Rohmann et al., 2019), differ in importance for individuals (e.g., Mamat et al., 2014), and might feature different patterns of associations with various outcomes (e.g., Kashima & Hardie, 2000; Park et al., 2017). Despite this, most studies employ measures of self‐construal that fail to make a distinction between relational and collective self‐attributes (e.g., Maas et al., 2019; Yamaguchi et al., 2017). This hinders a more nuanced understanding of the role of interdependent self‐construal and well‐being and limits the comparability of study results.

Interdependent self‐construal and subjective well‐being

Although numerous studies have explored the role of interdependent self‐construal in subjective well‐being (SWB), findings have been inconsistent, with some reporting positive associations and others reporting weak or no effects (Cross et al., 2000; Duncan et al., 2013; Yu et al., 2016). These inconsistencies likely reflect not only contextual and developmental variability but also methodological and conceptual limitations, such as the frequent failure to distinguish between relational and collective dimensions of interdependence. Recent studies that have analyzed relational and collective self‐construal separately (e.g., Lazić et al., 2025) demonstrate that these dimensions are differentially related to various aspects of well‐being, underscoring that the failure to distinguish between them has limited the understanding of the specific mechanisms through which interdependence relates to SWB.

Additionally, most existing evidence is derived from cross‐sectional studies, which capture stable individual differences but provide limited insight into the dynamic and potential explanatory mechanisms underlying these associations. The lack of longitudinal research, therefore, represents a major limitation, as it precludes the examination of mediational processes and prevents a deeper understanding of the mechanisms through which variations in relational and collective self‐construal are associated with changes in well‐being over time.

Between interdependent self‐construal and SWB

Given that self‐construal represents a non‐evaluative way of defining oneself, we conceptualized its effects on SWB as operating through more proximal psychological processes. Specifically, we hypothesized that the association between self‐construal and SWB would be mediated by the satisfaction of basic psychological needs—autonomy, competence, and relatedness—as defined within Basic Psychological Needs Theory (Ryan & Deci, 2017). Autonomy refers to acting with a sense of volition and psychological endorsement; competence reflects feelings of effectiveness; and relatedness denotes a sense of mutual care and connection (Ryan & Deci, 2017). Within this framework, basic psychological needs are considered fundamental psychological “nutrients” whose satisfaction directly predicts well‐being across cultures and life domains (Chen et al., 2015; Church et al., 2013).

A substantial body of research supports the mediating role of need satisfaction in linking distal personal or contextual factors to well‐being outcomes. For example, need satisfaction has been shown to mediate the effects of social environments on motivation and well‐being (Deci et al., 2001; Ng et al., 2012), as well as the relationship between individual dispositions and psychological functioning (Reis et al., 2000; Sheldon & Elliot, 1999). These findings posit basic psychological needs as key explanatory mechanisms through which broader individual differences exert their influence on well‐being.

Self‐construals are not inherently evaluative but shape how individuals interpret social situations and regulate their behavior within them (Markus & Kitayama, 1991). In doing so, they influence the extent to which everyday experiences support or thwart basic psychological needs. This reasoning is consistent with research showing that self‐related constructs, including identity orientations and self‐concepts, predict patterns of need satisfaction across contexts (La Guardia et al., 2000; Sheldon et al., 2001).

Relational and collective self‐construals may thus function as motivational orientations that guide individuals toward environments and interactions that are congruent with their self‐definitions. Such congruence increases the likelihood of experiencing need satisfaction, which in turn promotes higher SWB. Individuals with a strong relational self‐construal may be particularly attuned to contexts that afford close interpersonal contact and emotional exchange. As these experiences are closely aligned with their self‐definition, they may be perceived as especially meaningful and need‐supportive, particularly in terms of relatedness. Empirical work has shown that relational self‐construal is associated with greater relationship satisfaction and perceived social support (Cross et al., 2000), both of which are closely linked to relatedness need satisfaction and well‐being (Patrick et al., 2007; Reis et al., 2000). In addition, relational orientation has been associated with greater sensitivity to others' thoughts and feelings and more accurate interpersonal understanding, which may facilitate competence in social domains (Cross & Morris, 2003). The association with autonomy satisfaction, however, may depend on whether interpersonal engagement is experienced as volitional rather than obligatory.

Collective interdependent self‐construal may promote need satisfaction through partially distinct mechanisms. Identification with a social group can foster a sense of belongingness, thereby supporting relatedness, while successfully fulfilling group roles may enhance competence. Importantly, from a Self‐determination theory perspective, internalization of group values can support autonomy when such engagement is experienced as self‐endorsed (Chirkov et al., 2003). This is consistent with evidence that autonomy‐supportive contexts facilitate internalization and well‐being across cultural settings (Deci et al., 2001; Gagné & Deci, 2005).

Taken together, integrating self‐construal theory with Basic Psychological Needs Theory provides a process‐oriented account in which culturally shaped self‐definitions influence well‐being indirectly by shaping the degree to which individuals experience autonomy, competence, and relatedness in their daily lives. This perspective is further supported by research demonstrating that need satisfaction fluctuates within individuals over time and is closely tied to momentary well‐being (Reis et al., 2000; Sheldon et al., 2001), highlighting its role as a proximal and dynamic mechanism linking self‐construal to psychological functioning.

Between‐ and within‐person effects

Most previous studies on the associations between self‐construal and SWB have focused primarily on differences between individuals, examining whether adolescents who define themselves in more relational or collective terms also report higher levels of well‐being. Although such comparisons provide important information about stable individual tendencies, they cannot capture how these processes unfold within the same person over time. Yet self‐construal, satisfaction of basic psychological needs, and SWB are not fixed characteristics but dynamic processes that may fluctuate in response to everyday experiences and changing social contexts.

Distinguishing between‐person and within‐person effects, therefore, provides complementary insights into the same phenomenon (Hamaker et al., 2015). Between‐person effects describe how adolescents who differ in their typical level of interdependence also differ in their overall levels of well‐being, reflecting relatively stable individual differences. Within‐person effects, in contrast, capture how temporary deviations from an adolescent's usual level of interdependence are associated with subsequent deviations in need satisfaction and SWB within the same individual. Importantly, associations observed at the between‐person level do not necessarily reflect processes occurring within individuals over time, and conclusions based solely on between‐person comparisons may therefore be misleading when interpreted as evidence of intraindividual change (Hamaker et al., 2015).

More broadly, this distinction reflects a central methodological principle in the analysis of longitudinal data: the need to separate stable between‐person differences from time‐specific within‐person dynamics in order to avoid conflating these sources of variance (Bolger & Laurenceau, 2013; Mundlak, 1978). Longitudinal designs are particularly suitable for integrating these perspectives because they allow researchers to examine both stable patterns of functioning and dynamic processes unfolding within individuals over time (Bolger & Laurenceau, 2013; Preacher, 2015). The random intercept cross‐lagged panel model (RI‐CLPM) provides a framework for simultaneously estimating between‐person and within‐person associations by separating stable individual differences from time‐specific fluctuations (Hamaker et al., 2015). Applying this approach allows researchers to determine whether associations between interdependent self‐construal, basic psychological needs satisfaction, and SWB primarily reflect stable differences between adolescents or dynamic processes occurring within adolescents across time. This distinction is particularly important in adolescence, a developmental period characterized by increasing identity consolidation alongside ongoing psychological and social changes. By disentangling these levels of analysis, the present study provides a more nuanced examination of how self‐construal (i.e., identity orientations), need satisfaction, and SWB are linked both as relatively stable individual characteristics and as processes unfolding within adolescents over time.

The present study

Despite decades of research, the role of relational and collective self‐construal in adolescent SWB remains insufficiently explored, and the underlying mechanisms of these associations are even less understood (Yu et al., 2016). The present longitudinal study had two main aims: (1) to examine both between‐person and within‐person associations between the two core facets of interdependent self‐construal (relational and collective) and three components of SWB (life satisfaction, positive affect, and negative affect); and (2) to test whether within‐person deviations in the satisfaction of basic psychological needs (autonomy, competence, and relatedness) mediate the association between deviations in interdependent self‐construal and subsequent deviations in SWB over time.

Based on previous research conducted in non‐Western countries (e.g., Kwan et al., 1997; Lazić et al., 2025; Lu et al., 2001), we hypothesized that both relational and collective self‐construals would predict higher levels of SWB at both the between‐person and within‐person levels. Furthermore, consistent with prior findings (Lazić et al., 2025), we expected that collective self‐construal would emerge as a stronger and more consistent predictor of SWB than relational self‐construal. Finally, at the within‐person level, we hypothesized that when adolescents show time‐specific deviations from their typical levels of relational or collective self‐construal, these deviations would be associated with subsequent deviations in basic psychological need satisfaction, which in turn would predict higher levels of SWB.

METHODS

Sample and procedure

At the time of the sampling recruitment, the participants were secondary school students who consented to being involved in a one–year longitudinal study on identity orientations and mental health. Students were recruited from 37 public secondary schools across 25 towns in Serbia. Schools were randomly selected from a list of all secondary schools in Serbia, stratified according to the following characteristics: regional location, type of settlement, and type of school. If a selected school declined to participate, it was replaced by another pre‐identified school from the same stratum.

The final sample included 971 adolescents (64.5% female; M age = 15.64, SD = 0.48, age range = 15–17 at T1), who completed measures at all three time points (T1 = baseline, T2 = 6–month follow–up, T3 = 1–year follow–up). At T1, the sample included 2,031 adolescents (60.9% female; M age = 15.67, SD = 0.51), followed by 1,977 participants at T2 and 1,781 at T3. Attrition analyses were conducted by comparing adolescents who completed all three waves (T1–T3 completers) with those who participated at T1 only and those who participated at T1 and T2 but not T3. Independent‐samples t‐tests were conducted to compare participants with complete and incomplete data on baseline (T1) levels of the main study variables. Results indicated no significant differences between completers and dropouts on any of the variables, all p s > .05. All observed differences were trivial in magnitude (|d| < .20). These findings suggest that attrition was not systematically related to the key variables under investigation.

The survey was administered in a group setting during school classes, using either paper‐and‐pencil or tablets through the Jotform Mobile Forms application. Previous analyses by Lazić et al. (2025) demonstrated that the instruments exhibit scalar measurement invariance across administration modes, indicating that items function equivalently in paper‐and‐pencil and computer‐based formats. Only participants who gave informed consent were included in the study. The research was approved by the Ethics Committee of the Faculty of Philosophy, University of Novi Sad (Approval Code: 02–313/4–1).

Measures

Interdependent self‐construal (relational and collective), basic psychological needs satisfaction (autonomy, relatedness, and competence), SWB (positive affect, negative affect, and life satisfaction), and demographic variables (age, gender, parental education, and self‐rated family's financial situation) were assessed at all three time points.

Interdependent self–construal

Two dimensions of interdependent self–construal (relational and collective) were assessed using the two subscales of the Aspects of Identity Questionnaire‐IV (AIQ–IV; Cheek & Cheek, 2018; for a Serbian version see Jovanović et al., 2025). The Relational Identity Orientation subscale comprises 10 items (e.g., “Being a good friend to those I really care about”), whereas the Collective Identity Orientation subscale comprises 8 items (e.g., “My feeling of pride in my country, being proud to be a citizen”). Items are rated on a 5–point Likert scale ranging from 1 = not important to my sense of who I am to 5 = extremely important to my sense of who I am. The Cronbach's alpha values for both subscales were deemed as good for all three time points (for Relational Identity Orientation: α T1 = .87, α T2 = .86, α T3 = .87; for Collective Identity Orientation: α T1 = .79, α T2 = .82, α T3 = .82).

Basic psychological need satisfaction

Basic psychological need satisfaction was assessed using 12 items of the Basic Psychological Need Satisfaction and Frustration Scale (BPNSFS; Chen et al., 2015; for a Serbian version see Šakan, 2022). The subscales of Autonomy Satisfaction (e.g., “I feel my choices express who I really am”), Relatedness Satisfaction (e.g., “I feel that the people I care about also care about me”), and Competence Satisfaction (e.g., “I feel capable at what I do”) consist of four items each. Items are rated on a 5–point Likert scale ranging from 1 = not true at all to 5 = completely true. The Cronbach's alpha values for the three subscales were adequate (for Autonomy satisfaction: α T1 = .60, α T2 = .68, α T3 = .71; for Relatedness satisfaction: α T1 = .75, α T2 = .76, α T3 = .80; for Competence satisfaction: α T1 = .83, α T2 = .82, α T3 = .81).

Positive affect and negative affect

Positive affect and negative affect were assessed using the 12–item Scale of Positive and Negative Experience (SPANE; Diener et al., 2010; for a Serbian version see Jovanović et al., 2020), with each item representing a particular emotion. At each time point, participants rated the frequency of having experienced the twelve emotions (e.g., happy, content, sad, afraid) over the previous four weeks on a 5–point scale (1 = very rarely or never, 5 = very often or always). The Cronbach's alpha values were good for both the Positive Affect (α T1 = .89, α T2 = .90, α T3 = .90) and Negative Affect subscales (α T1 = .84, α T2 = .85, α T3 = .83).

Life satisfaction

Life satisfaction was assessed using the Satisfaction with Life Scale–3 item version (SWLS–3; Kjell & Diener, 2021). The SWLS–3 includes the first three items (e.g., “In most ways my life is close to my ideal”) from the original SWLS (Diener et al., 1985, for a Serbian version see Jovanović, 2016). Items are rated on a 7–point Likert scale ranging from 1 = strongly disagree to 7 = strongly agree. The Cronbach's alpha values yielded for the SWLS–3 at all three time points were good (α T1 = .79, α T2 = .80, α T3 = .83).

Demographics

Age, gender, parental education (from 1 = no schooling or no elementary school completed to 5 = university degree), and self‐rated family's financial situation (from 1 = poor to 5 = excellent) were used as covariates in the analyses.

Statistical analysis

Random intercept cross‐lagged panel model (RI‐CLPM)

Variance partitioning was implemented through application of the RI‐CLPM, which disaggregates between‐person and within‐person effects in longitudinal data (Hamaker et al., 2015). In the RI‐CLPM, at the between‐person level, random intercepts are specified to capture stable trait‐like differences between individuals, accounting for time‐invariant individual differences in self‐construal, need satisfaction, and SWB. These random intercepts represent the stable, person‐specific means across all measurement points. Between‐person differences represent deviations from the whole sample mean. At the within‐person level, the model examines temporal deviations from these person‐specific means, allowing for the investigation of within‐person processes through cross‐lagged paths and contemporaneous correlations. This specification ensures that the cross‐lagged effects primarily represent within‐person processes by controlling for trait‐like stability through the random intercepts, thus preventing the conflation of between‐person and within‐person associations that can occur in traditional cross‐lagged panel models (Hamaker et al., 2015). By partialling out stable between‐person differences, the RI‐CLPM provides more accurate estimates of the temporal dynamics between variables intra‐individually over time (Little, 2024; Neupert & Bellingtier, 2022).

This study examined 18 RI‐CLPMs with three variables. A sample simplified RI‐CLPM is illustrated in Figure 1. To maintain consistency with conventional applications of RI‐CLPMs, temporal constraints were imposed on the model parameters, including auto‐regressive and cross‐lagged effects, observed variable intercepts (grand means), state variances, and covariances (Hamaker et al., 2015).

FIGURE 1.

FIGURE 1

Open in a new tab

A sample simplified RI‐CLPM.

R = relational identity orientation. A = autonomy. S = life satisfaction. Some parameters are not displayed in the figure for simplicity.

Mediation

Longitudinal designs are methodologically optimal for testing mediation hypotheses as they can establish temporal precedence and capture dynamic processes unfolding over time (Preacher, 2015), thus addressing the fundamental limitations of cross‐sectional approaches, which cannot establish temporal ordering (Bolger & Laurenceau, 2013; Jose, 2013). The present study examined mediation effects at the within‐person level. The within‐person mediation framework conceptualizes psychological processes as dynamic systems where temporal deviations in variables from person‐specific means influence subsequent deviations in other variables. Specifically, our within‐person mediation hypothesis posited the following: when an individual shows a time‐specific deviation from their expected (trait‐like) level on the predictor variable (i.e., relational or collective self‐construal) relative to their typical level, this temporal deviation predicts subsequent deviations in the mediator variable (i.e., a need satisfaction), which in turn predicts future deviations in the outcome variable (i.e., a SWB dimension). These temporal deviations in variables represent fluctuations around each individual's stable trait‐like tendency. This approach allows for the examination of how intraindividual changes in one construct affect other constructs over time while controlling for stable between‐person differences that could otherwise confound the mediation pathways (Joshanloo, 2024; Little, 2024).

To estimate the indirect effects, the product of the paths from the predictor to the mediator and from the mediator to the outcome was calculated. Bootstrapping with 10,000 replications was applied to test the significance of these indirect effects in all models. An indirect effect was considered statistically significant if its 95% asymmetric confidence interval did not include zero.

The models were estimated using Maximum Likelihood in Mplus 8.9 (Muthén & Muthén, 1998–2017). The goodness of fit was evaluated using the Comparative Fit Index (CFI), Root Mean Square Error of Approximation (RMSEA), and Standardized Root Mean Square Residual (SRMR). The thresholds of CFI > .95, RMSEA < .05, and SRMR < .05 indicate excellent fit. Acceptable fit is indicated by CFI > .90, RMSEA < .08, and SRMR < .08 (e.g., Kline, 2016).

Covariates

The analysis also incorporated several covariates to account for potential confounding variables. The observed variables were regressed on these covariates to control for their effects. Age and gender were treated as time‐invariant covariates. Similarly, the educational status of both parents was considered time‐invariant, given the minimal changes that could occur over the short period evaluated. Consequently, only the baseline measures of paternal and maternal educational status were included as covariates in the analysis. In contrast, the financial situation was modeled as a time‐varying covariate, and all three assessments of financial situation were included to capture potential changes over time. All observed variables were regressed on all time‐invariant covariates as well as on their corresponding financial situation variables at each time point. Parameter estimates reported in this study are thereby adjusted for the effects of these covariates.

Handling missing data

Missing data were minimal across all study variables, ranging from 0% to 2.6%. This was addressed using Full Information Maximum Likelihood (FIML) estimation, which incorporates all available data to produce parameter estimates and standard errors. This strategy helped preserve statistical power and minimize potential biases associated with listwise deletion (Enders, 2022).

Preliminary analyses

Prior to conducting RI–CLPMs, for each instrument used in the present study, the following were evaluated: (1) the factor structure; and (2) longitudinal measurement invariance.

Factor structure

Exploratory Factor Analysis (EFA) was applied to test the factor structure of SWLS–3, as it includes only three items. The factor structure of the SPANE (two–factor model) and BPNSFS (three–factor model that includes the three satisfaction subscales) was examined using Confirmatory Factor Analysis (CFA), whereas Exploratory Structural Equation Modeling (ESEM) was applied to test the structure of the AIQ–IV (see Jovanović et al., 2025 for a detailed rationale). To evaluate the model fit, the same set of criteria was used as in the RI‐CLPM. The missing data were handled using the default algorithms in Mplus. Factor analysis results are reported in the Supplementary Materials (see Table S1 for model fit indices and Tables S2 and S3 for standardized factor loadings).

Longitudinal measurement invariance

Longitudinal measurement invariance of all four questionnaires was assessed separately using a multi–group procedure. Invariance models were compared based on changes in CFI and RMSEA values, using standard cutoff criteria of .010 and .015 for CFI and RMSEA, respectively (e.g., Chen, 2007; Cheung & Rensvold, 2002). For all measures, longitudinal invariance of at least metric level (i.e., weak) was confirmed (see Table S4).

Therefore, in the RI‐CLPMs, we employed extracted ESEM factor scores for the Collective and Relational Identity Orientations; extracted CFA factor scores for the SPANE and BPNSFS (three satisfaction subscales); and observed mean scores for the SWLS‐3 after performing multiple imputation.

RESULTS

Table 1 presents the intraclass correlations, which indicate the proportion of variance attributable to between‐person differences, ranging from .51 to .68. These estimates suggest substantial variance at both the within‐person and between‐person levels, with a slight dominance of between‐person variance, indicating that within‐person and between‐person associations could be meaningfully examined using the RI‐CLPM. The table also includes within‐person and between‐person correlations between the variables. Table 2 reports the fit indices for all RI‐CLPMs, demonstrating a satisfactory model fit.

TABLE 1.

Between‐ and within‐person correlations.

1 2 3 4 5 6 7 8
Between‐person
1. Collective self‐construal 1
2. Relational self‐construal .36*** 1
3. Autonomy .35*** .28*** 1
4. Relatedness .36*** .50*** .69*** 1
5. Competence .33*** .18*** .88*** .55*** 1
6. Life satisfaction .37*** .16*** .52*** .50*** .51*** 1
7. Positive affect .38*** .16*** .56*** .56*** .54*** .67*** 1
8. Negative affect −.29*** .03 −.48*** −.41*** −.49*** −.59*** −.79*** 1
Within‐person
1. Collective self‐construal 1
2. Relational self‐construal .36*** 1
3. Autonomy .14*** .23*** 1
4. Relatedness .12*** .27*** .58*** 1
5. Competence .14*** .16*** .79*** .45*** 1
6. Life satisfaction .08*** .06** .21*** .14*** .21*** 1
7. Positive affect .11*** .11*** .25*** .26*** .26*** .32*** 1
8. Negative affect −.10*** −.03 −.20*** −.17*** −.20*** −.30*** −.58*** 1
ICC .68 .59 .58 .51 .65 .59 .59 .62
Open in a new tab

Note: ICC = intraclass correlation coefficient, representing the proportion of between‐person variance.

***

p < .001, and

**

p < .01.

TABLE 2.

Model fit.

Model Variables included χ2 df p CFI SRMR RMSEA [95% CI]
1 Collective Autonomy Life satisfaction 175.652 42 < .001 .970 .054 .057 [.049, .066]
2 Collective Relatedness Life satisfaction 181.345 42 < .001 .967 .056 .058 [.050, .067]
3 Collective Competence Life satisfaction 196.633 42 < .001 .968 .055 .062 [.053, .070]
4 Relational Autonomy Life satisfaction 164.339 42 < .001 .970 .050 .055 [.046, .064]
5 Relational Relatedness Life satisfaction 174.535 42 < .001 .967 .053 .057 [.048, .066]
6 Relational Competence Life satisfaction 183.740 42 < .001 .967 .051 .059 [.050, .068]
7 Collective Autonomy Positive affect 113.412 42 < .001 .983 .041 .042 [.033, .051]
8 Collective Relatedness Positive affect 122.604 42 < .001 .980 .043 .044 [.035, .054]
9 Collective Competence Positive affect 145.162 42 < .001 .977 .043 .050 [.042, .059]
10 Relational Autonomy Positive affect 96.243 42 < .001 .986 .036 .036 [.027, .046]
11 Relational Relatedness Positive affect 108.176 42 < .001 .983 .038 .040 [.031, .050]
12 Relational Competence Positive affect 128.141 42 < .001 .979 .038 .046 [.037, .055]
13 Collective Autonomy Negative affect 108.418 42 < .001 .984 .039 .040 [.031, .050]
14 Collective Relatedness Negative affect 128.614 42 < .001 .978 .041 .046 [.037, .055]
15 Collective Competence Negative affect 132.518 42 < .001 .980 .040 .047 [.038, .056]
16 Relational Autonomy Negative affect 95.070 42 < .001 .986 .034 .036 [.026, .046]
17 Relational Relatedness Negative affect 114.749 42 < .001 .981 .037 .042 [.033, .052]
18 Relational Competence Negative affect 118.323 42 < .001 .981 .036 .043 [.034, .053]
Open in a new tab

Abbreviations: CFI = Comparative Fit Index; SRMR = Standardized Root Mean Square Residual; RMSEA = Root Mean Square Error of Approximation; CI = confidence interval.

Between‐person results

The model‐based between‐person correlations, representing associations between the trait components in the RI‐CLPMs, are reported in Tables S5–S22. As anticipated, many significant correlations emerged in the expected directions. Most importantly, adolescents with consistently high levels of collective self‐construal exhibited consistently high levels of SWB (i.e., lower levels of negative affect, and higher levels of life satisfaction and positive affect), whereas adolescents with consistently high levels of relational self‐construal exhibited consistently high levels of positive affect, but not high life satisfaction nor low negative affect. These correlations primarily reflect synchronicity or shared underlying influences and do not imply temporal precedence or causal directionality.

Within‐person results

The cross‐lagged effects were central to the study's research questions, as these effects capture longitudinal within‐person associations between variables. In the RI‐CLPM framework, cross‐lagged effects capture whether time‐specific deviations from an individual's expected level on one construct are associated with subsequent deviations on another construct, after accounting for stable between‐person differences. Cross‐lagged effects for all models are reported in Tables S5‐S22. The majority of these effects were not statistically significant (p > .05). Most importantly, none of the cross‐lagged effects between self‐construal and SWB were significant (p > .05). Significant cross‐lagged effects across models were observed only between SWB and need satisfaction (e.g., life satisfaction and autonomy; autonomy and negative affect) and between need satisfaction and relational self‐construal (e.g., relatedness and relational self‐construal) (see Table 3). Following Orth et al.’s (2024) guidelines for effect sizes in the RI‐CLPM, the standardized coefficients for these significant effects fell within the moderate to strong range.

TABLE 3.

Significant within‐person cross‐lagged effects.

Model Predictor Outcome Unstandardized coefficient [95% CI] p
M 1 (Collective self‐construal & Autonomy & Life satisfaction) Life satisfaction→ Autonomy 0.040 [0.004, 0.074] .026
M 4 (Relational self‐construal & Autonomy & Life satisfaction) Life satisfaction→ Autonomy 0.038 [0.003, 0.072] .035
M 5 (Relational self‐construal & Relatedness & Life satisfaction) Relatedness→ Relational self‐construal 0.179 [0.029, 0.325] .017
M 10 (Relational self‐construal & Autonomy & Positive affect) Autonomy→ Relational self‐construal 0.190 [0.004, 0.372] .044
M 11 (Relational self‐construal & Relatedness & Positive affect) Relatedness→ Relational self‐construal 0.175 [0.024, 0.326] .023
M 13 (Collective self‐construal & Autonomy & Negative affect) Autonomy→ Negative affect −0.162 [−0.307, −0.017] .030
M 13 (Collective self‐construal & Autonomy & Negative affect) Negative affect→ Autonomy −0.056 [−0.112, −0.001] .045
M 16 (Relational self‐construal & Autonomy & Negative affect) Autonomy→ Negative affect −0.156 [−0.302, −0.012] .036
M 16 (Relational self‐construal & Autonomy & Negative affect) Autonomy→ Relational self‐construal 0.198 [0.017, 0.376] .034
M 17 (Relational self‐construal & Relatedness & Negative affect) Relatedness→ Relational self‐construal 0.180 [0.032, 0.330] .017
M 18 (Relational self‐construal & Competence & Negative affect) Competence→ Relational self‐construal 0.148 [0.009, 0.284] .035
Open in a new tab

Abbreviation: CI = confidence interval.

Mediation analysis

Given that most of the cross‐lagged paths constituting the indirect effects were not significant (p > .05) (Tables S5–S22), it was expected that the indirect effects would also be nonsignificant. This expectation was confirmed. The indirect effects and their bootstrap confidence intervals are reported in Table 4. As shown, all confidence intervals include zero, indicating that none of the hypothesized indirect effects were statistically significant.

TABLE 4.

Indirect effect at the within‐person level.

Model Predictor→ Mediator → Outcome Indirect effect [95% CI]
1 Collective self‐construal Autonomy Life satisfaction −0.003 [−0.018, 0.006]
2 Collective self‐construal Relatedness Life satisfaction −0.002 [−0.015, 0.005]
3 Collective self‐construal Competence Life satisfaction −0.001 [−0.012, 0.006]
4 Relational self‐construal Autonomy Life satisfaction 0.001 [−0.008, 0.011]
5 Relational self‐construal Relatedness Life satisfaction 0.001 [−0.008, 0.012]
6 Relational self‐construal Competence Life satisfaction 0.001 [−0.007, 0.011]
7 Collective self‐construal Autonomy Positive affect −0.002 [−0.011, 0.004]
8 Collective self‐construal Relatedness Positive affect 0.000 [−0.006, 0.004]
9 Collective self‐construal Competence Positive affect −0.001 [−0.011, 0.006]
10 Relational self‐construal Autonomy Positive affect 0.001 [−0.005, 0.006]
11 Relational self‐construal Relatedness Positive affect 0.000 [−0.006, 0.005]
12 Relational self‐construal Competence Positive affect 0.002 [−0.004, 0.010]
13 Collective self‐construal Autonomy Negative affect 0.004 [−0.006, 0.017]
14 Collective self‐construal Relatedness Negative affect 0.001 [−0.003, 0.010]
15 Collective self‐construal Competence Negative affect 0.001 [−0.006, 0.013]
16 Relational self‐construal Autonomy Negative affect −0.001 [−0.011, 0.009]
17 Relational self‐construal Relatedness Negative affect −0.002 [−0.008, 0.004]
18 Relational self‐construal Competence Negative affect −0.003 [−0.012, 0.005]
Open in a new tab

Abbreviation: CI = confidence interval.

Contemporaneous within‐person correlations

Tables S5–S22 also present the contemporaneous within‐person correlations. These correlations generally indicate that when an individual deviates from their typical level on one variable at a given measurement occasion, they are more likely to simultaneously exhibit higher or lower levels on other variables within the same occasion. It is important to note that contemporaneous correlations do not imply temporal sequencing or directionality but rather capture the extent to which variables fluctuate together over time. Notably, most of the contemporaneous within‐person correlations between the two dimensions of interdependent self‐construal and the three SWB indicators were non‐significant or weak.

DISCUSSION

In the present longitudinal study, we aimed to investigate the between‐ and within‐person associations between relational and collective self‐construal and three components of SWB: life satisfaction, positive affect, and negative affect. We also examined the potential mediating role of basic psychological needs satisfaction (autonomy, competence, and relatedness) in the aforementioned relationships.

Between‐person results

At the between‐person level, our findings revealed that collective self‐construal showed moderate positive correlations with life satisfaction and positive affect, as well as a negative correlation with negative affect, whereas relational self‐construal demonstrated a positive yet weak correlation with positive affect. These results indicate that adolescents who consistently report higher levels of collective self‐construal also tend to report higher levels of SWB, whereas adolescents who consistently report high levels of relational self‐construal report higher levels of positive affect only. Notably, the strongest between‐person association in the present study was found between collective self‐construal and life satisfaction, suggesting that this aspect of interdependent self‐construal is more closely linked to the cognitive component of SWB than to affective experiences. The pattern of between‐person associations observed here aligns with several previous findings on interdependent self‐construal and various SWB components (e.g., Hatano et al., 2024; Yu et al., 2016).

However, the literature overall shows considerable inconsistency regarding the links between interdependent self‐construal and SWB. For instance, Duncan et al. (2013) found nonsignificant associations between interdependent self‐construal and life satisfaction in Scottish and Italian adolescents, Kwan et al. (1997) and Datu (2015) reported weak correlations in Hong Kong and Filipino samples, respectively, whereas Yu et al. (2016) found moderate positive associations in Chinese undergraduates. Similarly inconsistent findings have been reported for affective components of SWB (e.g., King & Ganotice, 2015; Lu et al., 2001; Novin et al., 2014; Pilarska, 2014), suggesting that these relationships may depend on cultural and measurement factors. It is important to note that none of these studies differentiated between relational and collective aspects of interdependent self‐construal. In contrast, in a Serbian sample, Lazić et al. (2025) found that collective self‐construal was a weak but consistent predictor of all three SWB indicators, whereas relational self‐construal significantly predicted only positive affect. Regarding the weaker and inconsistent associations found for relational self‐construal, Lazić et al. (2025) offered an explanation based on the Context‐Sensitive‐Self theory (Suh, 2007). These authors argued that relational self‐construal, characterized by an emphasis on fulfilling obligations and maintaining social harmony, may involve psychological demands that hinder the pursuit of SWB in adolescence, such as managing close relationships, resolving conflicts, and attending to others' needs. Although relational identity orientation may contribute to more frequent experiences of pleasant emotions through closeness with significant others, its effects on SWB also depend on vulnerability to relational stress, such as the lack of affirmation from important others (Suh, 2007). In contrast, collective identity orientation, particularly when identification involves large communities, does not require personal acquaintance with other group members (Berezina et al., 2020). Through such identification, individuals can satisfy their need for belonging and derive a sense of higher purpose without the emotional demands of maintaining close interpersonal ties with group members (Greenaway et al., 2016). Consequently, collective identity orientation may represent a more stable and less emotionally demanding source of meaning and self‐esteem, which could explain why it is more consistently associated with SWB than relational identity orientation.

In addition, the differential patterns we observed between relational and collective self‐construal dimensions may reflect Serbia's unique cultural transition dynamics. Our findings could be understood within the context of the “privatization” of social engagement in Serbian society (Spasić, 2008). In a cultural context characterized by low institutional trust and strong family‐centered values, collective identification may serve as a stable psychological anchor that supports adolescents' overall well‐being. Through their sense of belonging to larger, enduring groups such as family, school, or community, adolescents can derive meaning, social value, and emotional security. In contrast, relational self‐construal may become more psychologically demanding to navigate, as young people must balance traditional expectations of family obligation with their emerging need for individual autonomy. This pattern aligns with the conflict model of the bicultural self (Benet‐Martínez & Haritatos, 2005), which posits that individuals who internalize both traditional and modern value systems often experience these systems as conflicting, leading to ambivalence and emotional strain. As shown in Deutsch's (2004) study, bicultural individuals may face dilemmas between achieving personal goals and meeting affiliative expectations, resulting in mixed emotional outcomes depending on which path they prioritize. Serbian adolescents, similarly, may find it easier to integrate broader collective identities (e.g., national, ethnic, or community‐based), which offer coherence and predictability, while the relational domain, more directly tied to immediate interpersonal tensions, may expose them to inner conflicts typical of the bicultural self‐actualization‐versus‐others'‐approval dynamic (Benet‐Martínez & Haritatos, 2005; Cheng et al., 2006).

The present study is, to our knowledge, the first to demonstrate that these between‐person associations remain consistent across time, indicating stable patterns of association between collective and relational self‐construal and SWB. The robustness of these findings, confirmed across three measurement points, provides strong evidence that the observed relationships are reliable and enduring rather than context dependent.

Within‐person results

We observed nonsignificant associations at the within‐person level between the two dimensions of interdependent self‐construal and three SWB components. Nonsignificant cross‐lagged (i.e., within‐person) associations suggest that fluctuations in how adolescents define themselves in relation to close others (relational self‐construal) and groups (collective self‐construal) are not substantially associated with subsequent changes in SWB and vice versa. These findings stand in contrast to the between‐person correlations, suggesting that the relationship between self‐construal and SWB operates primarily at the trait level, with stable patterns of self‐definition being more important for SWB than temporal fluctuations. This pattern of results may reflect the relatively stable nature of the self during adolescence (Branje et al., 2021), where within‐person variations are less meaningful than stable individual differences in how adolescents define themselves in relation to others. This finding should not come as a surprise, given that previous research has consistently demonstrated the relative stability of both SWB (e.g., Galinha & Pais‐Ribeiro, 2008; Li et al., 2014) and identity content (Cross et al., 2000; Pilarska, 2014), particularly over a brief time period. For instance, according to a recent review by Branje et al. (2021), identity development shows substantial stability across adolescence and young adulthood, with longitudinal studies demonstrating that, despite some systematic maturation, self‐definition remains relatively consistent over time. The one‐year study period may have been insufficient for meaningful within‐person changes in the variables of the study to emerge. Moreover, our participants were 15–17 years old, an age range in which identity orientations and core values are typically already well established (Schwartz et al., 2013), making substantial within‐person changes unlikely.

The change in satisfaction of basic psychological needs does not appear to have a mediating role in the interdependent self‐construal‐SWB relationship. This finding is not in line with the present study's theoretical expectations that relational and collective self‐construal would serve as motivational forces guiding individuals toward experiences that fulfill basic psychological needs (Jovanović et al., 2024). Instead, our results suggest that the relationships between these variables are more complex and may operate primarily at the between‐person level rather than through within‐person processes. The absence of a mediating effect of changes in basic psychological needs satisfaction can be interpreted in light of the temporal and developmental characteristics of the constructs examined. During mid‐adolescence, both interdependent self‐construal and SWB tend to show high stability (Branje et al., 2021; Klimstra et al., 2010; Meeus, 2011), which limits the extent to which within‐person changes can emerge. When the predictors and outcomes show strong temporal stability and share little intraindividual variability, there is a limited opportunity for a time‐varying mediator to account for their association. Thus, the nonsignificant mediation effects likely reflect the moderate to strong stability of self‐construal and SWB during this developmental period, rather than the absence of motivational associations among these constructs.

In addition, our results indicate that the developmental processes linking self‐construal, need satisfaction, and SWB during adolescence may follow different pathways than those proposed in our initial theoretical framework. For example, our results revealed that the satisfaction of basic psychological needs predicted subsequent increases in relational self‐construal, rather than changes in self‐construal predicting increases in need satisfaction, as originally hypothesized. This reversed directionality suggests that having one's basic psychological needs satisfied may create a foundation that allows adolescents to more readily incorporate relationships into their self‐concept. This aligns with the Self‐Determination Theory's assumption that the satisfaction of basic needs facilitates the internalization of social values and integration of relationships into one's self‐concept (Ryan & Deci, 2017). According to Ryan and Deci (2017), when adolescents experience relatedness satisfaction, they are likely to feel more securely connected to others, while competence satisfaction enables them to navigate social interactions effectively, making relationships more central to their self‐definition. Additionally, autonomy satisfaction allows adolescents to freely and authentically incorporate relational aspects into their self‐construal rather than adopting them through external pressure or obligation (Chirkov et al., 2003). Taken together, these findings highlight the importance of needs satisfaction in shaping adolescents' relational self‐construal and suggest that future research should further explore the mechanisms through which basic psychological needs contribute to the development of interdependent self‐construal during adolescence.

In addition to the expected finding that time‐specific deviations in autonomy satisfaction were associated with subsequent deviations in negative affect (e.g., Novak et al., 2021; Vansteenkiste & Ryan, 2013), this study has also revealed a reciprocal relationship. The finding that time‐specific deviations in life satisfaction and negative affect were associated with subsequent deviations in autonomy satisfaction reveals an intriguing temporal directionality. Seemingly, rather than autonomy satisfaction leading to change in SWB, feeling satisfied with one's life and low levels of negative emotional experiences were found to create conditions that enhance adolescents' sense of autonomy. This result is consistent with a study conducted by Su et al. (2023), which found bidirectional relationships between autonomy satisfaction and depressive symptoms among Chinese elementary school students.

In sum, our findings suggest that the relationship between collective and relational self‐construal and SWB operates primarily at the trait level rather than the state level, with stable patterns of self‐definition being more important for SWB than temporal fluctuations. The unexpected directionality of relationships revealed in the study's results calls for testing alternative theoretical frameworks of interdependent self‐construal, basic psychological needs satisfaction, and SWB.

Limitations and future directions

Several limitations of the present study warrant consideration. First, although attrition analyses did not indicate systematic baseline differences between completers and non‐completers, the relatively high attrition rate (approximately 52% across waves) warrants caution when interpreting the longitudinal findings. Second, despite a large sample of Serbian adolescents, the findings may not generalize to other cultural contexts or age groups, as self‐construal and SWB relationships are culturally embedded (Kitayama & Salvador, 2024). Cross‐cultural studies are needed to examine whether these patterns replicate across different cultural contexts. Third, a one‐year timeframe with six‐month intervals between testing may be insufficient to capture developmental processes, so longitudinal studies spanning several years might better capture developmental trajectories. Fourth, our focus on need satisfaction excluded the consideration of need frustration, which represents a distinct psychological process with potentially unique implications for SWB outcomes (Vansteenkiste et al., 2020). Fifth, the autonomy satisfaction subscale demonstrated relatively low internal consistency at some time points. Although these values are comparable to those reported in previous adolescent samples (e.g., Abidin et al., 2021; Zhang & Jiang, 2023), they suggest that caution is warranted when interpreting findings related to autonomy satisfaction. Nevertheless, the large sample size and longitudinal design partly mitigate concerns regarding measurement error. Finally, our approach did not examine potential moderators. Future studies should investigate whether factors such as gender, personality traits, or adolescent‐specific contextual variables might moderate relationships explored in this study. Future research would also benefit from exploring other mechanisms that may help explain the relationship between interdependent self‐construal and SWB.

CONCLUSION

This study provides new insights into how interdependent self‐construal is linked to adolescent SWB. Our findings suggest that these associations operate primarily at the between‐person level, indicating that adolescents with stable orientations toward collective or relational self‐construal also report more consistent levels of SWB. Collective self‐construal was more strongly and consistently related to SWB than relational self‐construal. Contrary to our expectations, fluctuations in self‐construal were not associated with subsequent changes in SWB, and the hypothesized mediating role of basic psychological needs satisfaction was not supported at the within‐person level. These findings highlight the importance of stable identity content in adolescent SWB and emphasize the need for future research to further clarify the dynamic and potentially reciprocal relationships among these constructs.

ETHICS STATEMENT

The study was approved by the Ethics Committee of the Faculty of Philosophy, University of Novi Sad (Approval Code: 02–313/4–1).

CONFLICT OF INTEREST STATEMENT

The authors report there are no competing interests to declare.

Supporting information

Table S1. Fit Indices of the Measurement Models.

Table S2. Factor Loadings for the ESEM Model of the AIQ‐IV.

Table S3. Factor Loadings for the BPNSFS, SPANE, and SWLS‐3 at Time 1, Time 2 (in Parentheses), and Time 3 (in Brackets).

Table S4. Longitudinal Measurement Invariance.

Table S5. Parameter Estimates for Model 1 (Collective Self‐Construal & Autonomy Satisfaction & Life Satisfaction).

Table S6. Parameter Estimates for Model 2 (Collective Self‐Construal & Relatedness Satisfaction & Life Satisfaction).

Table S7. Parameter Estimates for Model 3 (Collective Self‐Construal & Competence Satisfaction & Life Satisfaction).

Table S8. Parameter Estimates for Model 4 (Relational Self‐Construal & Autonomy Satisfaction & Life Satisfaction).

Table S9. Parameter Estimates for Model 5 (Relational Self‐Construal & Relatedness Satisfaction & Life Satisfaction).

Table S10.Parameter Estimates for Model 6 (Relational Self‐Construal & Competence Satisfaction & Life Satisfaction).

Table S11. Parameter Estimates for Model 7 (Collective Self‐Construal & Autonomy Satisfaction & Positive Affect).

Table S12. Parameter Estimates for Model 8 (Collective Self‐Construal & Relatedness Satisfaction & Positive Affect).

Table S13. Parameter Estimates for Model 9 (Collective Self‐Construal & Competence Satisfaction & Positive Affect).

Table S14. Parameter Estimates for Model 10 (Relational Self‐Construal & Autonomy Satisfaction & Positive Affect).

Table S15. Parameter Estimates for Model 11 (Relational Self‐Construal & Relatedness Satisfaction & Positive Affect).

Table S16. Parameter Estimates for Model 12 (Relational Self‐Construal & Competence Satisfaction & Positive Affect).

Table S17. Parameter Estimates for Model 13 (Collective Self‐Construal & Autonomy Satisfaction & Negative Affect).

Table S18. Parameter Estimates for Model 14 (Collective Self‐Construal & Relatedness Satisfaction & Negative Affect).

Table S19. Parameter Estimates for Model 15 (Collective Self‐Construal & Competence Satisfaction & Negative Affect).

Table S20. Parameter Estimates for Model 16 (Relational Self‐Construal & Autonomy Satisfaction & Negative Affect).

Table S21. Parameter Estimates for Model 17 (Relational Self‐Construal & Relatedness Satisfaction & Negative Affect).

Table S22. Parameter Estimates for Model 18 (Relational Self‐Construal & Competence Satisfaction & Negative Affect).

APHW-18-0-s001.docx (158.7KB, docx)

ACKNOWLEDGEMENTS

We would like to thank all the participants for taking part in the study.

Lazić, M. , Joshanloo, M. , Tomašević, A. , Šakan, D. , Gavrilov‐Jerković, V. , Zotović‐Kostić, M. , Obradović, V. , & Jovanović, V. (2026). Between “we” and “well‐being”: Do basic psychological needs mediate the relationship between interdependent self‐construal and adolescent subjective well‐being? Applied Psychology: Health and Well‐Being, 18(4), e70172. 10.1111/aphw.70172

Funding information The study is financially supported by the Science Fund of the Republic of Serbia, GRANT No. 1520 (Project title: Identity orientations and mental health in adolescence: Examining the roles of basic psychological needs and culture – IDIOMATIC).

DATA AVAILABILITY STATEMENT

Available upon request from the authors.

REFERENCES

  1. Abidin, F. A. , Joefiani, P. , Koesma, R. E. , Yudiana, W. , & Siregar, J. R. (2021). The basic psychological need satisfaction and frustration scale: Validation in Indonesian adolescents. Journal of Legal, Ethical and Regulatory Issues, 24, 1. [Google Scholar]
  2. Benet‐Martínez, V. , & Haritatos, J. (2005). Bicultural identity integration (BII): Components and psychosocial antecedents. Journal of Personality, 73(4), 1015–1050. 10.1111/j.1467-6494.2005.00337.x [DOI] [PubMed] [Google Scholar]
  3. Berezina, E. , Gill, C. M. H. D. , & Bovina, I. (2020). A study of the association between identity, life engagement and well–being among young Asian adults. Social Identities, 26(5), 608–623. 10.1080/13504630.2020.1783225 [DOI] [Google Scholar]
  4. Bolger, N. , & Laurenceau, J. P. (2013). Intensive longitudinal methods: An introduction to diary and experience sampling research. Guilford Press. [Google Scholar]
  5. Branje, S. , De Moor, E. L. , Spitzer, J. , & Becht, A. I. (2021). Dynamics of identity development in adolescence: A decade in review. Journal of Research on Adolescence, 31(4), 908–927. 10.1111/jora.12678 [DOI] [PMC free article] [PubMed] [Google Scholar]
  6. Brewer, M. B. , & Gardner, W. (1996). Who is this “We”? Levels of collective identity and self representations. Journal of Personality and Social Psychology, 71(1), 83–93. 10.1037/0022-3514.71.1.83 [DOI] [Google Scholar]
  7. Cheek, N. N. , & Cheek, J. M. (2018). Aspects of identity: From the inner‐outer metaphor to a tetrapartite model of the self. Self and Identity, 17(4), 467–482. 10.1080/15298868.2017.1412347 [DOI] [Google Scholar]
  8. Chen, B. , Vansteenkiste, M. , Beyers, W. , Boone, L. , Deci, E. L. , Van der Kaap‐Deeder, J. , Duriez, B. , Lens, W. , Matos, L. , Mouratidis, A. , Ryan, R. M. , Sheldon, K. M. , Soenens, B. , Van Petegem, S. , & Verstuyf, J. (2015). Basic psychological need satisfaction, need frustration, and need strength across four cultures. Motivation and Emotion, 39(2), 216–236. 10.1007/s11031-014-9450-1 [DOI] [Google Scholar]
  9. Chen, F. F. (2007). Sensitivity of goodness of fit indexes to lack of measurement invariance. Structural Equation Modeling, 14(3), 464–504. 10.1080/10705510701301834 [DOI] [Google Scholar]
  10. Cheng, C. Y. , Lee, F. , & Benet‐Martínez, V. (2006). Assimilation and contrast effects in cultural frame switching: Bicultural identity integration and valence of cultural cues. Journal of Cross‐Cultural Psychology, 37(6), 742–760. 10.1177/0022022106292081 [DOI] [Google Scholar]
  11. Cheung, G. W. , & Rensvold, R. B. (2002). Evaluating goodness‐of‐fit indexes for testing measurement invariance. Structural Equation Modeling, 9(2), 233–255. 10.1207/S15328007SEM0902_5 [DOI] [Google Scholar]
  12. Chirkov, V. , Ryan, R. M. , Kim, Y. , & Kaplan, U. (2003). Differentiating autonomy from individualism and independence: A self‐determination theory perspective on internalization of cultural orientations and well‐being. Journal of Personality and Social Psychology, 84(1), 97–110. 10.1037/0022-3514.84.1.97 [DOI] [PubMed] [Google Scholar]
  13. Church, A. T. , Katigbak, M. S. , Locke, K. D. , Zhang, H. , Shen, J. , de Jesús Vargas‐Flores, J. , Ibáñez‐Reyes, J. , Tanaka‐Matsumi, J. , Curtis, G. J. , Cabrera, H. F. , Mastor, K. A. , Alvarez, J. M. , Ortiz, F. A. , Simon, J. Y. R. , & Ching, C. M. (2013). Need satisfaction and well‐being: Testing Self‐Determination Theory in eight cultures. Journal of Cross‐Cultural Psychology, 44(4), 507–534. 10.1177/0022022112466590 [DOI] [Google Scholar]
  14. Cross, S. E. , Bacon, P. L. , & Morris, M. L. (2000). The relational–interdependent self–construal and relationships. Journal of Personality and Social Psychology, 78(4), 791–808. 10.1037/0022-3514.78.4.791 [DOI] [PubMed] [Google Scholar]
  15. Cross, S. E. , Hardin, E. E. , & Swing, B. G. (2009). Independent, relational, and collective‐interdependent self‐construals. In Leary M. R. & Hoyle R. H. (Eds.), Handbook of individual differences in social behavior (pp. 512–526). Guilford Press. [Google Scholar]
  16. Cross, S. E. , & Morris, M. L. (2003). Getting to know you: The relational self‐construal, relational cognition, and well‐being. Personality and Social Psychology Bulletin, 29(4), 512–523. 10.1177/0146167202250920 [DOI] [PubMed] [Google Scholar]
  17. Datu, J. A. D. (2015). Validating the revised self‐construal scale in the Philippines. Current Psychology, 34, 626–633. 10.1007/s12144-014-9275-9 [DOI] [Google Scholar]
  18. Deci, E. L. , Ryan, R. M. , Gagné, M. , Leone, D. R. , Usunov, J. , & Kornazheva, B. P. (2001). Need satisfaction, motivation, and well‐being in the work organizations of a former Eastern bloc country: A cross‐cultural study of self‐determination. Personality and Social Psychology Bulletin, 27(8), 930–942. 10.1177/0146167201278002 [DOI] [Google Scholar]
  19. Diener, E. D. , Emmons, R. A. , Larsen, R. J. , & Griffin, S. (1985). The satisfaction with life scale. Journal of Personality Assessment, 49(1), 71–75. 10.1207/s15327752jpa4901_13 [DOI] [PubMed] [Google Scholar]
  20. Diener, E. , Wirtz, D. , Tov, W. , Kim‐Prieto, C. , Choi, D.‐W. , Oishi, S. , & Biswas‐Diener, R. (2010). New well‐being measures: Short scales to assess flourishing and positive and negative feelings. Social Indicators Research, 97(2), 143–156. 10.1007/s11205-009-9493-y [DOI] [Google Scholar]
  21. Duncan, E. , Ornaghi, V. , & Grazzani, I. (2013). Self‐construal and psychological wellbeing in Scottish and Italian young adults. Journal of Happiness Studies, 14(4), 1145–1161. 10.1007/s10902-012-9372-0 [DOI] [Google Scholar]
  22. Enders, C. K. (2022). Applied missing data analysis. Guilford Publications. [Google Scholar]
  23. Gagné, M. , & Deci, E. L. (2005). Self‐determination theory and work motivation. Journal of Organizational Behavior, 26(4), 331–362. 10.1002/job.322 [DOI] [Google Scholar]
  24. Galinha, I. C. C. , & Pais‐Ribeiro, J. L. (2008). The structure and stability of subjective well‐being: A structure equation modelling analysis. Applied Research in Quality of Life, 3, 293–314. 10.1007/s11482-009-9063-0 [DOI] [Google Scholar]
  25. Greenaway, K. H. , Cruwys, T. , Haslam, S. A. , & Jetten, J. (2016). Social identities promote well‐being because they satisfy global psychological needs. European Journal of Social Psychology, 46(3), 294–307. 10.1002/ejsp.2169 [DOI] [Google Scholar]
  26. Hamaker, E. L. , Kuiper, R. M. , & Grasman, R. P. (2015). A critique of the cross‐lagged panel model. Psychological Methods, 20(1), 102–116. 10.1037/a0038889 [DOI] [PubMed] [Google Scholar]
  27. Hatano, K. , Kawamoto, T. , Hihara, S. , Sugimura, K. , Ikeda, M. , Tanaka, S. , & Nakahara, J. (2024). Relationship between personality traits and subjective well‐being in emerging adulthood: Moderating role of independent and interdependent self‐construal. Journal of Youth and Adolescence, 53(5), 1155–1170. 10.1007/s10964-023-01918-z [DOI] [PubMed] [Google Scholar]
  28. Jose, P. E. (2013). Doing statistical mediation and moderation. Guilford Press. [Google Scholar]
  29. Joshanloo, M. (2024). Purpose in life links positive aging views to life satisfaction: A within‐person Analysis spanning 13 years. Journal of Applied Gerontology, 43(5), 471–480. 10.1177/07334648231217643 [DOI] [PubMed] [Google Scholar]
  30. Jovanović, V. (2016). The validity of the Satisfaction with Life Scale in adolescents and a comparison with single‐item life satisfaction measures: A preliminary study. Quality of Life Research, 25(12), 3173–3180. 10.1007/s11136-016-1331-5 [DOI] [PubMed] [Google Scholar]
  31. Jovanović, V. , Lazić, M. , Gavrilov‐Jerković, V. , & Molenaar, D. (2020). The Scale of Positive and Negative Experience (SPANE): Evaluation of measurement invariance and convergent and discriminant validity. European Journal of Psychological Assessment, 36(4), 694–704. 10.1027/1015-5759/a000540 [DOI] [Google Scholar]
  32. Jovanović, V. , Lazić, M. , Gavrilov‐Jerković, V. , Obradović, V. , Šakan, D. , Tomašević, A. , & Zotović‐Kostić, M. (2025). Aspects of Identity Questionnaire‐IV: An examination of structural validity, gender invariance, and relationships with mental health and basic psychological needs among adolescents. Journal of Personality Assessment, 107(1), 28–40. 10.1080/00223891.2024.2367546 [DOI] [PubMed] [Google Scholar]
  33. Jovanović, V. , Tomašević, A. , Šakan, D. , Lazić, M. , Gavrilov‐Jerković, V. , Zotović‐Kostić, M. , & Obradović, V. (2024). The role of basic psychological needs in the relationships between identity orientations and adolescent mental health: A protocol for a longitudinal study. PLoS ONE, 19(1), e0296507. 10.1371/journal.pone.0296507 [DOI] [PMC free article] [PubMed] [Google Scholar]
  34. Kashima, E. S. , & Hardie, E. A. (2000). The development and validation of the Relational, Individual, and Collective self‐aspects (RIC) Scale. Asian Journal of Social Psychology, 3(1), 19–48. 10.1111/1467-839X.00053 [DOI] [Google Scholar]
  35. King, R. B. , & Ganotice, F. A. Jr. (2015). Does family obligation matter for students' motivation, engagement, and well‐being?: It depends on your self‐construal. Personality and Individual Differences, 86, 243–248. 10.1016/j.paid.2015.06.027 [DOI] [Google Scholar]
  36. Kitayama, S. , & Salvador, C. E. (2024). Cultural psychology: Beyond East and West. Annual Review of Psychology, 75, 495–526. 10.1146/annurev-psych-021723-063333 [DOI] [PubMed] [Google Scholar]
  37. Kjell, O. N. E. , & Diener, E. (2021). Abbreviated three‐item versions of the Satisfaction with Life Scale and the Harmony in Life Scale yield as strong psychometric properties as the original scales. Journal of Personality Assessment, 103(2), 183–194. 10.1080/00223891.2020.1737093 [DOI] [PubMed] [Google Scholar]
  38. Klimstra, T. A. , Hale, W. W. III , Raaijmakers, Q. A. , Branje, S. J. , & Meeus, W. H. (2010). Identity formation in adolescence: Change or stability? Journal of Youth and Adolescence, 39, 150–162. 10.1007/s10964-009-9401-4 [DOI] [PMC free article] [PubMed] [Google Scholar]
  39. Kline, R. B. (2016). Principles and practice of structural equation modeling (4th ed.). Guilford Press. [Google Scholar]
  40. Kwan, V. S. , Bond, M. H. , & Singelis, T. M. (1997). Pancultural explanations for life satisfaction: Adding relationship harmony to self‐esteem. Journal of Personality and Social Psychology, 73, 1038–1051. 10.1037/0022-3514.73.5.1038 [DOI] [PubMed] [Google Scholar]
  41. La Guardia, J. G. , Ryan, R. M. , Couchman, C. E. , & Deci, E. L. (2000). Within‐person variation in security of attachment: A self‐determination theory perspective on attachment, need fulfillment, and well‐being. Journal of Personality and Social Psychology, 79(3), 367–384. 10.1037/0022-3514.79.3.367 [DOI] [PubMed] [Google Scholar]
  42. Lazić, M. , Jovanović, V. , Šakan, D. , Gavrilov‐Jerković, V. , Zotović‐Kostić, M. , Tomašević, A. , & Obradović, V. (2025). Is “We” stronger than “I”? The role of identity orientations in predicting adolescent subjective well‐being beyond basic psychological needs. Identity, 25(4), 501–510. 10.1080/15283488.2024.2404508 [DOI] [Google Scholar]
  43. Li, Z. , Yin, X. , Jiang, S. , Wang, M. , & Cai, T. (2014). Psychological mechanism of subjective well‐being: A stable trait or situational variability. Social Indicators Research, 118, 523–534. 10.1007/s11205-013-0449-x [DOI] [Google Scholar]
  44. Little, T. D. (2024). Longitudinal structural equation modeling. Guilford Publications. [Google Scholar]
  45. Lu, L. , Gilmour, R. , Kao, S. F. , Weng, T. H. , Hu, C. H. , Chern, J. G. , Huang, S. W. , & Shih, J. B. (2001). Two ways to achieve happiness: When the East meets the West. Personality and Individual Differences, 30(7), 1161–1174. 10.1016/S0191-8869(00)00100-8 [DOI] [Google Scholar]
  46. Maas, J. , van Assen, M. A. L. M. , van Balkom, A. J. L. M. , Rutten, E. A. P. , & Bekker, M. H. J. (2019). Autonomy–connectedness, self‐construal, and acculturation: Associations with mental health in a multicultural society. Journal of Cross‐Cultural Psychology, 50(1), 80–99. 10.1177/0022022118808924 [DOI] [Google Scholar]
  47. Mamat, M. , Huang, W. , Shang, R. , Zhang, T. , Li, H. , Wang, Y. , Luo, W. , & Wu, Y. (2014). Relational self versus collective self: A cross‐cultural study in interdependent self‐construal between Han and Uyghur in China. Journal of Cross‐Cultural Psychology, 45(6), 959–970. 10.1177/0022022114530558 [DOI] [Google Scholar]
  48. Markus, H. R. , & Kitayama, S. (1991). Culture and the self: Implications for cognition, emotion, and motivation. Psychological Review, 98(2), 224–253. 10.1037/0033-295X.98.2.224 [DOI] [Google Scholar]
  49. Meeus, W. (2011). The study of adolescent identity formation 2000–2010: A review of longitudinal research. Journal of Research on Adolescence, 21(1), 75–94. 10.1111/j.1532-7795.2010.00716.x [DOI] [Google Scholar]
  50. Mundlak, Y. (1978). On the pooling of time series and cross section data. Econometrica: Journal of the Econometric Society, 46, 69–85. 10.2307/1913646 [DOI] [Google Scholar]
  51. Muthén, L. K. , & Muthén, B. O. (1998. –2017). Mplus User’s Guide (8th ed.). Muthén & Muthén. [Google Scholar]
  52. Neupert, S. D. , & Bellingtier, J. A. (2022). Between‐ and within‐person approaches to subjective views of aging. In Palgi Y., Shrira A., & Diehl M. (Eds.), Subjective views of aging: Theory, research, and practice (pp. 187–207). Springer International Publishing. 10.1007/978-3-031-11073-3_11 [DOI] [Google Scholar]
  53. Ng, J. Y. Y. , Ntoumanis, N. , Thøgersen‐Ntoumani, C. , Deci, E. L. , Ryan, R. M. , Duda, J. L. , & Williams, G. C. (2012). Self‐determination theory applied to health contexts: A meta‐analysis. Perspectives on Psychological Science, 7(4), 325–340. 10.1177/1745691612447309 [DOI] [PubMed] [Google Scholar]
  54. Novak, C. J. , Chang, E. C. , Xu, J. , Shen, J. , Zheng, S. , & Wang, Y. (2021). Basic psychological needs and negative affective conditions in Chinese adolescents: Does coping still matter? Personality and Individual Differences, 179, 110889. 10.1016/j.paid.2021.110889 [DOI] [Google Scholar]
  55. Novin, S. , Tso, I. F. , & Konrath, S. H. (2014). Self‐related and other‐related pathways to subjective well‐being in Japan and the United States. Journal of Happiness Studies, 15(5), 995–1014. 10.1007/s10902-013-9460-9 [DOI] [Google Scholar]
  56. Orth, U. , Meier, L. L. , Bühler, J. L. , Dapp, L. C. , Krauss, S. , Messerli, D. , & Robins, R. W. (2024). Effect size guidelines for cross‐lagged effects. Psychological Methods, 29(2), 421–433. 10.1037/met0000499 [DOI] [PubMed] [Google Scholar]
  57. Park, J. , Norasakkunkit, V. , & Kashima, Y. (2017). Cross‐cultural comparison of self‐construal and well‐being between Japan and South Korea: The role of self‐focused and other‐focused relational selves. Frontiers in Psychology, 8, 1516. 10.3389/fpsyg.2017.01516 [DOI] [PMC free article] [PubMed] [Google Scholar]
  58. Patrick, H. , Knee, C. R. , Canevello, A. , & Lonsbary, C. (2007). The role of need fulfillment in relationship functioning and well‐being: A self‐determination theory perspective. Journal of Personality and Social Psychology, 92(3), 434–457. 10.1037/0022-3514.92.3.434 [DOI] [PubMed] [Google Scholar]
  59. Pilarska, A. (2014). Self‐construal as a mediator between identity structure and subjective well‐being. Current Psychology, 33, 130–154. 10.1007/s12144-013-9202-5 [DOI] [PMC free article] [PubMed] [Google Scholar]
  60. Preacher, K. J. (2015). Advances in mediation analysis: A survey and synthesis of new developments. Annual Review of Psychology, 66(1), 825–852. 10.1146/annurev-psych-010814-015258 [DOI] [PubMed] [Google Scholar]
  61. Reis, H. T. , Sheldon, K. M. , Gable, S. L. , Roscoe, J. , & Ryan, R. M. (2000). Daily well‐being: The role of autonomy, competence, and relatedness. Personality and Social Psychology Bulletin, 26, 419–435. 10.1177/0146167200266002 [DOI] [Google Scholar]
  62. Rohmann, E. , Hanke, S. , & Bierhoff, H.‐W. (2019). Grandiose and vulnerable narcissism in relation to life satisfaction, self‐esteem, and self‐construal. Journal of Individual Differences, 40(4), 194–203. 10.1027/1614-0001/a000292 [DOI] [Google Scholar]
  63. Ryan, R. M. , & Deci, E. L. (2017). Self‐determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Press. 10.1521/978.14625/28806 [DOI] [Google Scholar]
  64. Šakan, D. (2022). Validation of the Basic Psychological Need Satisfaction and Frustration Scale (BPNSFS) on adolescents in Serbia. Current Psychology, 41(4), 2227–2240. 10.1007/s12144-020-00742-z [DOI] [Google Scholar]
  65. Schwartz, S. J. , Zamboanga, B. L. , Luyckx, K. , Meca, A. , & Ritchie, R. A. (2013). Identity in emerging adulthood: Reviewing the field and looking forward. Emerging Adulthood, 1(2), 96–113. 10.1177/2167696813479781 [DOI] [Google Scholar]
  66. Sedikides, C. , & Brewer, M. B. (2001). Individual self, relational self, collective self. Psychology Press. [Google Scholar]
  67. Sheldon, K. M. , & Elliot, A. J. (1999). Goal striving, need satisfaction, and longitudinal well‐being: The self‐concordance model. Journal of Personality and Social Psychology, 76(3), 482–497. 10.1037/0022-3514.76.3.482 [DOI] [PubMed] [Google Scholar]
  68. Sheldon, K. M. , Ryan, R. M. , & Reis, H. T. (2001). What makes for a good day? Competence and autonomy in the day and in the person. Journal of Personality and Social Psychology, 80(2), 325–339. [DOI] [PubMed] [Google Scholar]
  69. Spasić, I. (2008). Serbia 2000‐2008: A changing political culture? Balkanologie. Revue d'études pluridisciplinaires, 11(1–2). 10.4000/balkanologie.1282 [DOI] [Google Scholar]
  70. Su, M. , Huebner, E. S. , & Tian, L. (2023). Longitudinal associations among hope, basic psychological needs satisfaction at school, and depressive symptom in elementary schoolchildren. Current Psychology, 42(32), 28191–28204. 10.1007/s12144-022-03752-1 [DOI] [Google Scholar]
  71. Suh, E. M. (2007). Downsides of an overly context‐sensitive self: Implications from the culture and subjective well‐being research. Journal of Personality, 75(6), 1321–1343. 10.1111/j.1467-6494.2007.00477.x [DOI] [PubMed] [Google Scholar]
  72. Tanti, C. , Stukas, A. A. , Halloran, M. J. , & Foddy, M. (2008). Tripartite self‐concept change: Shifts in the individual, relational, and collective self in adolescence. Self and Identity, 7(4), 360–379. 10.1080/15298860701665081 [DOI] [Google Scholar]
  73. Topciu, S. D. (2020). What are the main factors that influence the social and emotional well‐being of early‐adolescents? Romanian Journal of School Psychology, 13(26), 52–63. [Google Scholar]
  74. Triandis, H. C. (1989). The self and social behavior in differing cultural contexts. Psychological Review, 96(3), 506–520. 10.1037/0033-295X.96.3.506 [DOI] [Google Scholar]
  75. Vansteenkiste, M. , & Ryan, R. M. (2013). On psychological growth and vulnerability: Basic psychological need satisfaction and need frustration as a unifying principle. Journal of Psychotherapy Integration, 23(3), 263–280. 10.1037/a0032359 [DOI] [Google Scholar]
  76. Vansteenkiste, M. , Ryan, R. M. , & Soenens, B. (2020). Basic psychological need theory: Advancements, critical themes, and future directions. Motivation and Emotion, 44(1), 1–31. 10.1007/s11031-019-09818-1 [DOI] [Google Scholar]
  77. Yamaguchi, A. , Akutsu, S. , Oshio, A. , & Kim, M.‐S. (2017). Effects of cultural orientation, self‐esteem, and collective self‐esteem on well‐being. Psychological Studies, 62(3), 241–249. 10.1007/s12646-017-0413-y [DOI] [Google Scholar]
  78. Yu, X. , Zhou, Z. , Fan, G. , Yu, Y. , & Peng, J. (2016). Collective and individual self‐esteem mediate the effect of self‐construals on subjective well‐being of undergraduate students in China. Applied Research in Quality of Life, 11, 209–219. 10.1007/s11482-014-9362-y [DOI] [Google Scholar]
  79. Zhang, L. , & Jiang, Y. (2023). Patterns of the satisfaction and frustration of psychological needs and their associations with adolescent students’ school affect, burnout, and achievement. Journal of Intelligence, 11(6), 111. 10.3390/jintelligence11060111 [DOI] [PMC free article] [PubMed] [Google Scholar]

Associated Data

This section collects any data citations, data availability statements, or supplementary materials included in this article.

Supplementary Materials

Table S1. Fit Indices of the Measurement Models.

Table S2. Factor Loadings for the ESEM Model of the AIQ‐IV.

Table S3. Factor Loadings for the BPNSFS, SPANE, and SWLS‐3 at Time 1, Time 2 (in Parentheses), and Time 3 (in Brackets).

Table S4. Longitudinal Measurement Invariance.

Table S5. Parameter Estimates for Model 1 (Collective Self‐Construal & Autonomy Satisfaction & Life Satisfaction).

Table S6. Parameter Estimates for Model 2 (Collective Self‐Construal & Relatedness Satisfaction & Life Satisfaction).

Table S7. Parameter Estimates for Model 3 (Collective Self‐Construal & Competence Satisfaction & Life Satisfaction).

Table S8. Parameter Estimates for Model 4 (Relational Self‐Construal & Autonomy Satisfaction & Life Satisfaction).

Table S9. Parameter Estimates for Model 5 (Relational Self‐Construal & Relatedness Satisfaction & Life Satisfaction).

Table S10.Parameter Estimates for Model 6 (Relational Self‐Construal & Competence Satisfaction & Life Satisfaction).

Table S11. Parameter Estimates for Model 7 (Collective Self‐Construal & Autonomy Satisfaction & Positive Affect).

Table S12. Parameter Estimates for Model 8 (Collective Self‐Construal & Relatedness Satisfaction & Positive Affect).

Table S13. Parameter Estimates for Model 9 (Collective Self‐Construal & Competence Satisfaction & Positive Affect).

Table S14. Parameter Estimates for Model 10 (Relational Self‐Construal & Autonomy Satisfaction & Positive Affect).

Table S15. Parameter Estimates for Model 11 (Relational Self‐Construal & Relatedness Satisfaction & Positive Affect).

Table S16. Parameter Estimates for Model 12 (Relational Self‐Construal & Competence Satisfaction & Positive Affect).

Table S17. Parameter Estimates for Model 13 (Collective Self‐Construal & Autonomy Satisfaction & Negative Affect).

Table S18. Parameter Estimates for Model 14 (Collective Self‐Construal & Relatedness Satisfaction & Negative Affect).

Table S19. Parameter Estimates for Model 15 (Collective Self‐Construal & Competence Satisfaction & Negative Affect).

Table S20. Parameter Estimates for Model 16 (Relational Self‐Construal & Autonomy Satisfaction & Negative Affect).

Table S21. Parameter Estimates for Model 17 (Relational Self‐Construal & Relatedness Satisfaction & Negative Affect).

Table S22. Parameter Estimates for Model 18 (Relational Self‐Construal & Competence Satisfaction & Negative Affect).

APHW-18-0-s001.docx (158.7KB, docx)

Data Availability Statement

Available upon request from the authors.

Articles from Applied Psychology. Health and Well-Being are provided here courtesy of Wiley

RESOURCES