Abstract
This study explores the influence that familial socioeconomic status, school life adjustment, and deviant behavior have on the well-being of junior high school students. The participants were 1886 first-year junior high school students recruited using the Taiwan Education Panel Survey (TEPS). The findings of this study indicated that a) the well-being of male students exceeded that of female students; b) significant interaction effects were exhibited between familial socioeconomic status and school life adjustment, and higher familial socioeconomic status and higher school life adjustment with higher well-being; and c) deviant behavior was related to lower well-being.
Highlights
The issue of well-being has become a growing concern for people worldwide because everyone wants to have a happy life
We investigate the well-being of junior high school students in Taiwan in relation to familial socioeconomic status, school life adjustment, and deviant behavior
The Influence of Gender on Well-Being Comparing emotional reactions, self-satisfaction, and feelings of physical health between the male and female students, Table 1 shows that regarding emotional reaction, male students exhibited superior emotional reactions compared to female students (t = 7.64, p < .001)
Summary
The issue of well-being has become a growing concern for people worldwide because everyone wants to have a happy life. The four Nordic countries of Denmark, Iceland, Finland, and Sweden are ranked among the highest primarily because of their excellent health care and education systems (Global Views Magazine, 2011). This demonstrates the significant influence that education has on well-being. Socioeconomic status generally includes education, profession, and income as measurement indicators These factors reflect one’s position in the social hierarchy (Hwang, 2008). The head of a family typically has a higher level of education and income, which they pass to the generation in the form of familial social capital (Werum, 2000). Families with a higher socioeconomic status have greater financial capital and their children have greater access to educational resources, facilitating the attainment of greater educational accomplishments
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