Examining the Factors Contributing to Students’ Life Satisfaction

Abstract

AbstractIn this study, the authors examined the relationship between students' life satisfaction, school engagement, and confidence in the classroom. An analysis was performed of how students' life satisfaction differs according to their housing, school type, and classroom level. The multidimensional student satisfaction scale, confidence scale in the class, and school engagement scale were used to collect data from a sample of 287 high school students. In this study, Pearson correlation coefficient, path analysis, t-test, Welch test, and Tamhane's T2 test were used to analyze the data. Goodness-of-fit indices concerning the path analysis demonstrate how variables such as school engagement and confidence in the classroom predict students' life satisfaction, indicating that the model is acceptable. The model can sufficiently explain the relationship between the observed arid implied variables (x2 = 209.69, df = 60, x2/df = 3.49, p = 0.00, RMSEA = .09, NFI = .92, NNFI = .93 CFI = .94, IFI = .94, RFI = .90, GFI = .88, AGFI = .82, and SRMR = .07). The results indicated that the life satisfaction of high school students decreases as the grade level increases. It was found that students who live in school dormitories have higher life satisfaction than those who reside with their families. In addition, it was found that students who study at fine arts high schools and sports high schools have higher life satisfaction than those who study at regular high schools.KeywordsStudents' Life Satisfaction, School Engagement, Confidence in the Classroom, Path Analysis.Recently, the concept of subjective well-being has become a field of interest in psychology. Psychologists have shifted their attention from negative or unpleasant emotional experiences, such as depression and anxiety, to feelings and psychological well-being in general (Van Hoorn, 2007). Seligman and Csikszentmihalyi (2000), in their inspiring study, have described this general shift and delineated the function and merits of this approach, which they label positive psychology: a science of subjective experience, individual traits, and institutions that promises to improve quality of life and prevent the pathologies that arise when life is barren and meaningless. Life satisfaction affects subjective well-being and is a judgmental process; it is a cognitive evaluation of the quality of life that individuals form, based on their own standards (Shin & Johnson, 1978). We can see that people who have high levels of life satisfaction are more successful in their relationships with people, at work, and in terms of their own physical functions. In addition, they live longer, make more money, and cope better with illnesses (Lewis, 2010). We can approach life satisfaction globally (one-dimensional) or in a single field (multidimensional). The global approach is that in which life satisfaction is measured by evaluating it overall, without focusing on any particular field ('1 love life). However, when we choose a certain field, we discuss specific aspects of life satisfaction one by one. For young people, these fields might include self, family, friends, school, and the environment.School life satisfaction comprises students' perceptions of their relationship with school climate. In one study, a small, but significant, relationship was found between life satisfaction and relationships with other students at school (Leung & Zhang, 2000). Another study found that middle and high school students who have higher life satisfaction have attitudes toward their teachers and school (Gilman & Huebner, 2006). Students spend majority of their school time in classrooms. If the period spent with their teachers and other students comprises meaningful and enjoyable events, then it is probable that their attitudes toward the school in general will also be positive. Students' perceptions of the quality of the classroom environment play a decisive role in their views on school life satisfaction, as proved by scientific studies (Mok & Flynn, 2002). …