Who Am I and Why Do I Strive? Exploring the Roles of Self-Construal and Achievement Motivation in High School Students’ Subjective Well-Being

Background: The Positive Youth Development (PYD) framework highlights that all youth have the potential to thrive, though the expression and development of their strengths can differ significantly. Recognizing these individual differences is critical for designing effective interventions that help youth apply their strengths to meet developmental demands. Objective: This study investigated the variability in three PYD-related strengths: prosocial behavior, social-emotional adjustment, and academic competence. Method: The sample consisted of 1,719 children and adolescents aged 6 to 17 years, drawn from Wave 1 of the second National Survey of Child and Adolescent Well-Being (NSCAW II). Latent Profile Analysis was conducted using seven key indicators. Results: Four distinct profiles were identified: Social-Emotional-Behavioral Vulnerable (20%), Academically Struggling (16%), Academically Competent with Emotional-Behavioral Challenged (36%), and Well-Functioning (28%). Conclusion: These profiles reflect diverse patterns of strengths and challenges across PYD domains, highlighting the need for tailored support strategies—particularly those aimed at strengthening social-emotional competence.