Abstract
The aim of this study is to examine the relationships among teacher support, positive emotions, school satisfaction and life satisfaction in adolescences. The study had the participation of 344 adolescents from different socio-economic levels studying in the sixth, seventh and eighth grades of three public middle schools in the province of Çanakkale. The study population consisted of 173 (50.3%) girls and 171 (49.7%) boys. The data from the study were collected with the School Climate Inventory, Scale of Positive and Negative Experiences, Overall School Satisfaction Scale for Children, and Satisfaction with Life Scale. The results of structural equation modeling analysis showed that the good fit indexes of the model are at acceptable levels. Teacher support and positive emotions predict life satisfaction both directly and indirectly through school satisfaction. It was observed that school satisfaction is a mediating variable between teacher support and positive emotions with respect to life satisfaction. It can be said that teacher support and positive emotions are important factors in terms of school satisfaction and life satisfaction in adolescents. Key words: Adolescence, positive emotions, teacher support, school satisfaction, life satisfaction.
Highlights
Life satisfaction is defined as a person’s cognitive assessment of quality or positivity within overall or specific domains of life (Haranin et al, 2007)
The aim of this study is to examine the relationships among teacher support, positive emotions, school satisfaction and life satisfaction in adolescences
Analysis results showed that positive affect (β = .19, p
Summary
Life satisfaction is defined as a person’s cognitive assessment of quality or positivity within overall or specific domains (family, school, environment, etc.) of life (Haranin et al, 2007). According to Suldo and Huebner (2004), life satisfaction may serve as a significant psychological strength for adolescents. The identification of factors affecting life satisfaction is important for the psychological development and adaptation of adolescents (Çivitci, 2009). Gilman and Huebner (2006) suggested that adolescents with high life satisfaction experience have fewer problems in the personal, interpersonal and academic domains. Adolescents with high life satisfaction are more likely to have positive beliefs regarding the management of negative emotions, better social.
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