Abstract
The purpose of this research is to determine the relations between high school students’ life satisfaction, burnout, work engagement and hopelessness scores and examine the contribution of their burnout, work engagement and hopelessness scores in the prediction of their life satisfaction scores. The Satisfaction with Life Scale (SWLS), Maslach Burnout Inventory–Student Survey (MBI-SS), Utrecht Work Engagement Scale–Student Survey (UWES-SS), Beck Hopelessness Scale (BHS) and “Personal Information Form”, has been applied on a total of 461 students, 225 (%48.8) of them being girl students and 236 (%51.2) of them being male students, who were continuing the 12th grade in varying high school classes during the 2011-2012 school year within the provincial boundaries of the Mersin Municipality and had voluntarily accepted to participate in the research. Confirmatory factor analysis (CFA), correlation analysis and multiple regression analysis have been used in the analysis of the data. It is observed as a result of the analyses that high school students’ life satisfaction scores have a negative relation with exhaustion, cynicism, efficacy and hopelessness scores; on the other hand, these have a positive relation with vigor, dedication and absorption scores. Also it has been observed that life satisfaction scores only predict hopelessness, absorption and efficacy in a meaningful way.
Highlights
The notion of well-being is examined in two aspects, those being subjective well-being and psychological well-being
When the analysis findings related to the Confirmatory Factor Analysis made for Maslach Burnout Inventory–Student Survey (MBI-SS) in Table 1 is examined, it is seen that the results indicate an adequate fit and verify the three factor structure of the scale at an acceptable level (χ2=302.78, df=101, p=.000
Correlation coefficients related to life satisfaction, burnout, work engagement and hopelessness scores are shown in Table-3
Summary
The notion of well-being is examined in two aspects, those being subjective well-being and psychological well-being. While the subjective well-being amongst these notions rather corresponds to the hedonistic view predicting the individual’s elusion from pain and approach to pleasure, psychological well-being corresponds to ensuring the individual’s personal development and realizing one’s on potentials, going beyond the search of pleasure and which includes physiological and spiritual health (Sahranç, 2007). The notion of subjective well-being, which looks into the individuals' positive utilization of their lives (Diener, 1984) has two components, those being emotional and cognitive (Pavot and Diener, 1993), including the elements life satisfaction with positive and negative emotions (Andrews and Withey, 1976). It is stated that in order to have a high satisfaction in life, individuals must motivate themselves, go on with their lives despite misfortunes, refrain from thinking negative and troubling thoughts, put themselves in others’ shoes and never allow their hopes to perish (Palmer, Donaldson and Stough, 2002)
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