In recent years, positive youth development in schools has begun to receive major public interest around the world due to its positive effects on the social and emotional development of youth. While the emergence of positive psychology as a new movement emphasizing human virtues and strengths has led to a number of studies conducted to identify the personal and interpersonal protective factors in developed Western countries, relatively little research has been conducted to determine what personal and interpersonal protective factors are present in secondary school students in developing countries, such as Turkey.

Studies with secondary school students regarding self-esteem, happiness, and body image have been carried out primarily in Western industrialized countries, but there is an increasing recognition of the role of culture in the well-being of individuals (Diener, Oishi, & Tay, 2018). Although most Turkish individuals protect their collectivistic values, important cultural, economic, social, demographic, and technological changes over the years have led to a blend of traditional Turkish and Western ideas, norms, and behaviors (İmamoğlu, 2003; Kağıt�ıbaşı, 2012; Mocan-Aydın, 2000), particularly those of the younger generation (Karakitapoğlu-Ayg�n & İmamoğlu, 2002). Thus, Turkey is a diverse country with a unique cultural context to investigate correlates of self-esteem, happiness, and body image in adolescents.