Various aspects of early adolescence can have a key impact on adult life satisfaction. This study applied a growth mixture model to examine the trajectories of early adolescents’ life satisfaction and test the effects of individual (sex, subjective achievement, and self-esteem) and social factors (school adjustment and peer attachment) thereon. For this purpose, a growth mixture model was used on the fifth- (grade five), sixth- (grade six), and seventh- (grade seven) year panel data of 1917 grade one students from the Korean Children and Youth Panel Survey (2010–2016, National Youth Policy Institute), excluding missing samples. Participants were 990 boys (51.6%) and 927 girls (48.4%). The results indicated that the trajectories of life satisfaction could be categorized into three groups: “High Level-decreasing” (57.19%), “Moderate Level-stable” (37.62%), and “Low Level-increasing” (5.19%). Predictors for each class exhibited that female students and individuals with higher levels of self-esteem and school adjustment were more likely to be in the “Low Level-increasing” and “Moderate Level-stable” groups compared to male students and those reporting lower levels of self-esteem and school adjustment. Moreover, students with higher peer attachment were more likely to be in the “Low Level-increasing” group compared to the “High Level-decreasing” group. Educational implications to achieve positive life satisfaction by determining the influence of the predictors for each trajectory are outlined.

青春期的各个方面都会对成人的生活满意度产生关键影响。这项研究应用了一种成长混合模型来检验早期青少年的生活满意度轨迹，并测试个人（性别，主观成就和自尊）以及社会因素（学校适应和同伴依恋）的影响。为此，在韩国儿童和青少年小组调查（1917年）的五年级（五年级），六年级（六年级）和七年级（七年级）小组数据中使用了生长混合物模型（ 2010–2016，国家青年政策研究所，不包括丢失的样本。参加者为990名男孩（51.6％）和927名女孩（48.4％）。结果表明，生活满意度的轨迹可分为三类：“高水平下降”（57.19％），“中等水平稳定”（37.62％）和“低水平增加”（5.19％）。每个班级的预测指标都显示，与男生和报告较低水平的学生相比，自尊和学校适应水平较高的女学生和个人更有可能属于“低水平增长”和“中等水平稳定”群体自尊和学校调整。此外，与同伴依恋度较高的学生相比，“高水平递减”组更可能属于“低水平递进”组。概述了通过确定预测变量对每个轨迹的影响来实现积极的生活满意度的教育意义。每个班级的预测指标都显示，与男生和报告较低水平的学生相比，自尊和学校适应水平较高的女学生和个人更有可能属于“低水平增长”和“中等水平稳定”群体自尊和学校调整。此外，与同伴依恋度较高的学生相比，“高水平递减”组更可能属于“低水平递进”组。概述了通过确定预测变量对每个轨迹的影响来实现积极的生活满意度的教育意义。每个班级的预测指标都显示，与男生和报告较低水平的学生相比，自尊和学校适应水平较高的女学生和个人更有可能属于“低水平增长”和“中等水平稳定”群体自尊和学校调整。此外，与同伴依恋度较高的学生相比，“高水平递减”组更可能属于“低水平递进”组。概述了通过确定预测变量对每个轨迹的影响来实现积极的生活满意度的教育意义。与同伴依恋度较高的学生相比，“高水平递减”组更可能属于“低水平递归”组。概述了通过确定预测变量对每个轨迹的影响来实现积极的生活满意度的教育意义。与同伴依恋度较高的学生相比，“高水平递减”组更可能属于“低水平递归”组。概述了通过确定预测变量对每个轨迹的影响来实现积极的生活满意度的教育意义。