Introduction: This study aimed to investigate the relationship between developmental assets and well-being in adolescent female students.

Method: This was a descriptive-analytical cross-sectional study conducted in 2018 in Yazd, Iran. A total of 573 female students were selected through cluster sampling method with a mean age of 15.42 years (SD = 1.82). The Developmental Assets Profile was used to measure developmental assets and the EPOCH questionnaire was applied to measure well-being. Descriptive statistics, tests of correlation and regression were used to analyze data.

Results: The results showed that most of the developmental assets experienced by the Iranian adolescent girls were in the moderate range. In this regard, the lowest scores were related to constructive use of time and in the community context. The overall scores of subjective well-being reported by study participants were in the good range. Findings showed that constructive use of time, commitment to learning, and positive values explained 25% of engagement. Commitment to learning, social competencies, and positive identity predicted 44% of perseverance. Empowerment and positive identity explained 41% of optimism. Support, empowerment, boundaries and

10 expectations, commitment to learning, positive values, social competencies and positive identity predicted 36% of connectedness, and finally, support, empowerment, constructive use of time, commitment to learning, and positive identity predicted 37% of happiness.

Conclusion: The design and implementation of interventions for nurturing developmental assets in adolescents can be considered as a step towards the development and empowerment of well-being in them.