Abstract
Subjective well-being in school offers myriad benefits for the overall development and well-being of students and is thus crucial. This study examines the effects of the family functioning dimensions of cohesion, flexibility, and communication on subjective well-being displayed by students on school premises. An aggregate of 475 students from five high schools in Greater Jakarta participated in this study. The Brief Adolescents’ Subjective Well-Being in School Scale was administered to measure subjective well-being in school. The Family Adaptability and Cohesion Evaluation Scale and the Family Communication Scale were employed to measure family functioning. The results revealed that family flexibility and family communication positively and significantly affected the subjective well-being of students. Family communication exerted a more substantial influence than the other dimensions of family functioning because it could enhance the other dimensions. Prospective studies should investigate more specific student characteristics, such as living independently without parents or living with a single parent.
Highlights
Adolescence is the appropriate period for the development of the sense of well-being, which facilitates the likelihood of individuals achieving a positive quality of life in adulthood (McCabe et al, 2011)
Tian (2008; Tian, Zhao, & Huebner, 2015) asserted based on Diener’s theory of subjective well-being (1994; Tian 2008; Tian, Zhao, & Huebner, 2015) that subjective well-being in school represents the personal cognitive and affective evaluation of students regarding the experiences within their school premises
Questionnaires were distributed to 500 high school students aged 15–18 years
Summary
Adolescence is the appropriate period for the development of the sense of well-being, which facilitates the likelihood of individuals achieving a positive quality of life in adulthood (McCabe et al, 2011). It is vital to consider the subjective well-being of high school students because adolescents undergo several physical and cognitive changes, desire increased independence, and increase social interactions with peers (Blakemore, 2008; Casey, Getz, & Galvan, 2008; Casey, Jones, & Hare, 2008; Casey et al, 2010). Such changes increase their vulnerability as they enter a new phase of their lives (Măirean & Diaconu-Gherasim, 2018). Students who sense high levels of subjective well-being benefit in various ways, recording superior academic achievements and evincing adaptive school behaviors (Elmore, 2007; Huebner & Gilman, 2006). This study on high school students demonstrates that student satisfaction with schools can reduce the negative feelings sensed by adolescents toward their school
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
