Abstract
This study investigated whether the subjective well-being of eighth grade students varies with specific individual characteristics, individual circumstances and familial characteristics. The study population was comprised of 408 students (206 girls, 202 boys) who were in the eighth grade in the academic year 2014-2015 in Malatya in Turkey. Data was collected using a ‘Personal Information Form’, the‘Daily Hassles Scale’ and the ‘Subjective Well Being (SWB).T-Tests were used to describe students’ demographic characteristics by gender, ANOVA to describe the relationship between SWB and students’ demographic and family characteristics, and Stepwise regression to describe how daily hassles predict subject well being. There was a significant relationship between students’ pocket money and academic achievements and their subjective well-being; no relationship was observed between their gender, parents’ income or educational level and the number of siblings they had and their SWB . Students’ problems with family, educational life and their wider environment had a significant influence on their SWB. The results of the research were discussed in accordance with the relevant literature and the suggestions were offered.
Highlights
Eighth grade in the Turkish education is a phase that majorly influences a students‟future. This is because at the end of eighth grade, a student undertakes a high school entrance exam and chooses a high school from among schools with different features
The Daily Hassles Scale (DHS) that was developed by yıldırım (2004) consists of four sub-scales namely; Hassles About Family (HAF) that consists of 14 items, Hassles About Friends (HAFR) that consists of 11 items, Hassles About Educational Life (HAEL) that consists of 20 items and Hassles About Wide Environment (HAWE) that consists of 7 items
Students‟ Subjective Well Being (SWB) levels were significantly associated with the amount of pocket money provided and their academic achievement status
Summary
Eighth grade in the Turkish education is a phase that majorly influences a students‟future. This is because at the end of eighth grade, a student undertakes a high school entrance exam and chooses a high school from among schools with different features. According to Lazarus (1984), students‟ daily hassles range from expereinces like continuing school studies, to fall, to school becoming boring etc Such situations are commonly experienced by Eighth grade students as they prepare for high school entrance exams (Yıldırım, 2004). Research studies have shown that daily hassles, which are more predictive psychological symptoms than negative life events, are an important source of stress (Holahan & Moos, 1987; Kanner, Coyne, Schaefer & Lozarus, 1981) As they prepare for their exam, Turkish students experience various daily hassles related to their families, friends, schools, teachers, lessons, commuting to and from school, traffic and noise and this puts them through a difficult period (Yıldırım, 2006). Are eighth grade students‟ daily hassles (hassles about family, friends, educational life and wide enviroment) associated with their subjective well-being?
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