Life Satisfaction Of Students Research Articles

Healthy lifestyle mediates the association between health locus of control and life satisfaction among college students in Hubei, China: during the normalization stage of COVID-19 epidemic prevention and control

BackgroundPrevious studies have primarily focused on the relationships among the health locus of control (HLC), healthy lifestyle and life satisfaction of college students. However, little is known about the mediating mechanism of healthy lifestyle on the other two aspects. This study aims to address this issue.MethodsA total of 2394 students from six colleges in Hubei Province validly completed self-report questionnaires, including the Satisfaction with Life Scale (SWLS), Healthy Lifestyle Questionnaire for college students and Multidimensional Health Locus of Control Scale (MHLC), which covered three dimensions: internal HLC, powerful others HLC and chance HLC. Partial least squares structural equation modelling (PLS-SEM) was employed to analyses the hypothesized relationships in the path model, and a mediation analysis was used to verify the indirect relationships.ResultsHealthy lifestyle and life satisfaction showed positive relations with both internal HLC and powerful others HLC, but a significant negative association with chance HLC. In addition, healthy lifestyle mediated the relationships of internal HLC, powerful others HLC and chance HLC with life satisfaction.ConclusionsHealthy lifestyle mediates the impact of HLC on life satisfaction. Students with high IHLC tend to develop a healthier lifestyle and have higher LS. Powerful others also exert positive effects in collectivist cultural backgrounds. Thus, colleges should give full play to the positive role of psychological health and physical education courses in improving students’ IHLC. Meanwhile, the positive guiding effect of powerful others should be stressed. Further, particular emphasis should also be placed on the peer influence, new media publicity functions, community intervention, and college systematic appraisal, especially during and after public health emergencies.

Can Emotional Intelligence Increase the Positive Psychological Capital and Life Satisfaction of Chinese University Students?

The rise of artificial intelligence (AI) has led to dramatic changes in the learning environment and living conditions of college students, who face enormous psychological challenges in the ubiquitous AI environment. Modern student-management research has focused on developing mechanisms for enhancing life satisfaction, alleviating emotional anxiety, and improving self-confidence. This study aims to investigate the influence of participation in cultural and artistic activities on college students' life satisfaction. Through a questionnaire survey and data analysis of 708 college students, this study found a significant positive relationship between participation in cultural and artistic activities and college students' life satisfaction. Further mediation analysis showed that positive psychological capital played a mediating role between participation in cultural and artistic activities and life satisfaction. Additionally, emotional intelligence was found to play a moderating role in this relationship, and college students with higher emotional intelligence had a more significant effect on positive psychological capital in terms of participation in cultural and artistic activities. The results of this study herein provide a new understanding of life satisfaction research among college students and offer practical guidance for promoting college students' mental health and psychological well-being. This research also demonstrates the importance of participation in cultural and artistic activities and encourages college students to be active therein to enhance their psychological capital and improve life satisfaction. Furthermore, the cultivation and enhancement of emotional intelligence is emphasized as a key factor for college students to improve their psychological well-being through cultural and artistic activities.

Relationship between spiritual intelligence and lifestyle with life satisfaction among students of medical sciences

BackgroundYoung people are the main resources of any country and entering university is considered a sensitive period in their lives. Satisfaction with life is one of the indicators of successful adaptation to life. Lifestyle and spiritual intelligence can complement and give meaning to this variable. The present study was conducted to investigate the relationship between spiritual intelligence and lifestyle with life satisfaction in students of Medical Sciences.MethodsThis descriptive-analytical study was conducted among the students of Qazvin University of Medical Sciences in 2017. One hundred thirty-nine students were included in this study. Data collection tools were the King's spiritual intelligence scale, Miller-Smith lifestyle assessment inventory, satisfaction with life scale (Diener), and demographic information checklist. To analyze the data, descriptive and analytical tests such as independent T-test and one-way analysis of variance and SPSS version 22 software were used. The significance level of all tests was considered less than or equal to 0.05.FindingsIn the present study, 108 were women and the rest were men. 49.6% of students were under twenty years old. The results of this research showed that there is a significant negative relationship between lifestyle and life satisfaction (r = -.33) and a significant positive relationship between spiritual intelligence and life satisfaction (r = .27) (p < 0.05). The mean scores of students in life satisfaction were 22.49 ± 5.92, lifestyle was 49.15 ± 8.35, and spiritual intelligence was 51.59 ± 11.43.ConclusionsThe findings of the present study showed the important role of spiritual intelligence and lifestyle in students' life satisfaction. These findings can be used by administrators and policymakers in formulating interventions and providing a suitable context to improve students' life satisfaction.

Impact of optimism versus pessimism on life satisfaction in university students

Being optimistic or pessimistic is a form of intuitive, premonitory thinking that is conditioned by one’s personal experience. Some authors consider this attitude to be a subjective construction relating to expectations generated, motivation and effort. Others authors consider it to be a personality trait linked to life satisfaction and adaptive response to context. For this study, 561 university students participated, with an average age of 20.31 years (±3.46). The instruments used were the Life Orientation Test (LOT-R) and the Satisfaction with Life Scale (SWLS). The aim of the study was to determine the structure of the LOT-R instrument, since many studies have questioned its unidimensional or twodimensional structure, which compromises the instrument’s validity. Subsequently, it was related to the SWLS through a Structural Equation Model. The results showed that the two-dimensional model (optimism and pessimism) was the most appropriate (χ²/df = 4.36; RMSEA=.072; SRMR=.044; GFI=.960; CFI=.979). Subsequently, the results described above were related to the Life Satisfaction variable, which reinforced the theoretical model proposed. Findings corroborated the double dimensionality of the LOT-R instrument, with a positive relationship between optimism and life satisfaction, and a negative relationship between pessimism and life satisfaction.

Social Support and Empathy as Predictors of Life Satisfaction in Brazilian University Students

Social Support and Empathy as Predictors of Life Satisfaction in Brazilian University Students

Traditional Pesantren, Parental Involvement, and Santri Well-being: Insights from Pesantren Sunan Pandanaran of Yogyakarta

The importance of student well-being in the context of positive youth development is widely acknowledged, despite little recognitions regarding what it means for santri to live well in the educational setting of traditional pesantren. “santri well-being” encompasses a dual-faceted composition, encompassing affective elements and life satisfaction of the pesantren students. A kiai or caregivers, not only acting as a prominent religious scholar and charismatic leader, but also assumes a pivotal role as a custodial figure within the contextual fabric of traditional pesantren milieu. The focal point of this research revolves around the examination of santri well-being within the context of Pesantren Sunan Pandanaran. With an educational heritage spanning half a century, it maintains a profound affiliation with Nahdlatul Ulama, the largest Islamic organization in contemporary Indonesia. Situated in Yogyakarta, the pesantren has exhibited substantial progress of education strategies over time, adopting modern innovations while upholding its traditional Sunni values and principles. The research methodology involved the purposive selection of eight informants strategically chosen in accordance with the research objectives. This cohort comprises both students and caregivers affiliated with the pesantren. The findings marked Pesantren Sunan Pandanaran’s swift adaptation to modern educational paradigms while preserving its traditional values. A complex network of parental apparatuses exists to provide care, guidance, and support to santri, encapsulating a range of individuals and roles that collectively contribute to overall well-being and development of students. This complexity is further underscored by the collective commitment of pesantren members to uphold the Sunni theology with a demand on righteous and orthodox belief. Through such dynamic caregiving approaches, the pesantren seeks to strike a balance between tradition-innovation, thus fulfilling its mission to nurture santri well-being and satisfaction within a rich Islamic Sunni tradition.

Keep going, keep growing: A longitudinal analysis of grit, posttraumatic growth, and life satisfaction in school students under COVID-19

The COVID-19 pandemic disrupted students' daily life, but grit could have sustained students' wellbeing by helping them work hard and stay goal-oriented over time despite adversity. Gritty students may also have interpreted COVID-19-related adversity as an opportunity to grow, thus displaying higher levels of post-traumatic growth. In this study, 445 students in grades 6–12 (160 males, Mage = 14.25, SDage = 2.11) completed measures of grit and life satisfaction at the beginning (Time 1) and at the end (Time 2) of the school year, together with a measure of posttraumatic growth. A longitudinal SEM model shows that perseverance positively relates to posttraumatic growth, indirectly favoring life satisfaction at Time 2. In conclusion, perseverance, rather than consistency, appeared to have sustained students' positive adjustment to the COVID-19 pandemic. Teaching students how to nurture this quality can have important beneficial effects for their wellbeing under adverse conditions.

Student Loan Holding and Life Satisfaction: Evidence From Panel Data

Given the soaring costs of higher education, financial aid is helpful to reduce the direct costs of college. Student loans are the most common financial support for college students. The purpose of this research was to estimate whether student loan holding and amounts were negatively associated with life satisfaction utilizing 2011, 2013, 2015, 2017, and 2019 waves of the Panel Study of Income Dynamics. This study utilized the fixed-effects-logit model to demonstrate the association. The results showed that holding student loans was negatively associated with life satisfaction. But there was no statistically significant association when student loans were measured as the actual amount. The existence of student loans rather than the amount was what was associated with decreased utility in the short term. This study mainly focused on the change of “within-group” effect on life satisfaction in the short run. The findings underscore the importance of education savings from parents and use of student loans on overall life satisfaction practitioners.

ОДИНОЧЕСТВО КАК МЕДИАТОР СВЯЗИ САМООЦЕНКИ И УДОВЛЕТВОРЕННОСТИ ЖИЗНЬЮ В СТУДЕНЧЕСКОМ ВОЗРАСТЕ

The paper presents the results of a study of the role of loneliness, self-esteem, professional orientation, place of residence of university students on their life satisfaction. The mediating role of loneliness in the link between self-esteem and life satisfaction of students is studied. The sample consisted of 98 junior students of the pedagogical university of various specialties aged 18-26 years. A significant direct effect of loneliness on life satisfaction of students and a significant indirect positive effect of self-esteem on life satisfaction mediated by its direct negative effect on loneliness were revealed. The use of the results in practical work with students to improve their subjective well-being is discussed.

THE IMPACT OF SOCIAL MEDIA ADDICTION ON SELF-ESTEEM AND LIFE SATISFACTION AMONG STUDENTS IN KING ABDUL AZIZ UNIVERSITY AND FAKEEH COLLEGE FOR MEDICAL SCIENCES IN JEDDAH: CROSS-SECTIONAL STUDY

Abstract The aim of this study was an attempt to explore the level of using social media among the university students at both Fakeeh College for Medical Sciences and King Abdul-Aziz University by examining the correlation between their average social media usage and their self-esteem and life satisfaction. A cross- sectional descriptive design was used in the study to achieve the aim. Convenience sample for 110 students was used. This study was conducted in King Abdul Aziz University and Fakeeh College for Medical Sciences in Jeddah-Saudi Arabia. Three tools were used in this study as: Social Media Addiction Questionnaire, Rosenberg Self-Esteem Scale and Satisfaction with Life Scale. There was a highly statistically significant relation between total social media addiction scale and their age, marital status, and study setting. In addition, there was a highly statistically significant relation between total self-esteem score and their marital status, as the single students had the highest self-esteem mean score among the studied students. Moreover, there was a highly statistically significant relation between total life satisfaction and their study setting. The majority of students affected by social media addiction. There was a negative significant relationship between the overall use of social networks and self-esteem and life satisfaction of students. Moreover, there was a highly positive association between self-esteem and life satisfaction. Based on the study results, it is advisable to promote an awareness program for students that would focus on recognizing the challenges associated with social media addiction. Furthermore, it is recommended to implement a variety of interventions aimed at managing addictive behaviors such as mediating techniques, breathing exercise, therapeutic methods as group therapy, cognitive behavioural therapy, or counseling therapy. By offering these interventions, individuals struggling with social media addiction can be better equipped to effectively address and manage their addictive behaviors

Measuring student well-being in adolescence: proposal of a five-factor integrative model based on PISA 2018 survey data

Much debate exists concerning the factorial dimensionality of student well-being. We contribute to this debate by drawing on PISA 2018 data from a total of 61,722 students, 2528 schools, and nine countries. For our investigation, we test multiple associated measurement models for convergent, discriminant, and concurrent validity, model fit, and measurement invariance. For the PISA 2018 sample, we found very little variation in student well-being both between schools and between countries suggesting that variation in student well-being exists predominantly within respective school contexts. In addition, our findings support the notion that student life-satisfaction should be split into separate general and school-based factors in a Bi-Dimensional Life-Satisfaction Model. Moreover, results suggest that PISA 2018 data can be used to successfully measure a Four-Factor Hedonic Model of Student Well-being, tackling both cognitive (general life-satisfaction and satisfaction with school factors) and affective features (positive and negative affect). Finally, we propose a Five-Factor Integrative Model of Student Well-being that supports a broader conceptualization of student well-being that includes life-satisfaction, both positive and negative affect, and eudaemonia. We tested this model and found that it met the requirements for scalar invariance across male and female gender groups. However, for all 36 inter-country tests of measurement invariance, metric invariance was only reached nine times (25%), and scalar invariance was reached once (2.8%). Implications and recommendations for follow up research are provided.

Facebook Addiction and High School Students’ Sleep Quality: The Serial Mediation of Procrastination and Life Satisfaction and the Moderation of Self-Compassion

A growing body of research has indicated that Facebook addiction is a salient risk factor for sleep quality among high school students. This study examined whether procrastination and life satisfaction serially mediate the relationship between Facebook addiction and sleep quality and whether this mediating process is moderated by self-compassion. This research uses quantitative research approach to examine Facebook addiction, procrastination, life satisfaction, sleep quality, and self-compassion, in the sample of 280 Vietnamese high school students (Mage = 16.75 years, SD = .0825). Facebook addiction was not significantly associated with sleep quality among high school students. The serial mediator role of procrastination and life satisfaction on the pathway from Facebook addiction to sleep quality was not significant. Moderated mediation analysis further revealed that self-compassion moderated the association between Facebook addiction and high school students’ sleep quality. These findings elucidate the role of Facebook addiction, procrastination, and self-compassion in high school students’ sleep quality. Furthermore, they suggest that self-compassion intervention programs may be promising to reduce procrastination, Facebook addiction, as well as to enhance sleep quality and life satisfaction for high school students.

Life Satisfaction among College Students in Relation to Family and Food

Abstract: Overall life satisfaction of college students depends on numerous domains. This study analyzes two of these domains specifically, family life satisfaction and food-related satisfaction in relation to overall life satisfaction of Indian college students. Moreover, the differences in these domains among migrated and non-migrated students were analyzed. Three separate scales, namely, Satisfaction With Life Scale (SWLS), Satisfaction With Food-related Life Scale and the Family Satisfaction Scale were used to assess the relationship between the variables. Sample included 148 college going students in India, belonging to the age group of 18-25. Results suggested a positive relationship between family and overall life satisfaction of students. No significant relationship was found between food-related and overall life satisfaction. Food-related satisfaction of non-migrated students was found to be higher than migrated students. No difference was found between overall and family satisfaction among migrated and non-migrated students.

Investigation of the Mediating Role of Hope and Self-Respect in the Relationship between Life Satisfaction and Emotional Intelligence among University Students

A satisfactory degree of life satisfaction is of great importance in developing an optimistic perception about the events and problems encountered throughout life, being satisfied with life, and leading a peaceful life. Important predictors of life satisfaction include self-respect, emotional intelligence, and hope. In this context, this study was primarily conducted to examine the mediating role played by hope and self-respect in the correlation between emotional intelligence and life satisfaction in undergraduate students. Also, we aimed to examine the correlation between the variables of life satisfaction, hope, emotional intelligence, and self-respect. In this quantitative study, correlational analysis and causal-comparative research were used. The sample of the study included 819 university students. The "Original Form of Schutte Emotional Intelligence Scale 33-TR," the "Life Satisfaction Scale," the "State Hope Scale," and the "Rosenberg Self-Esteem Scale" were utilized as data collection tools. Data analysis involved Pearson’s correlation and path analysis. Analyses showed significant relationships between the variables of hope, self-respect, life satisfaction, and emotional intelligence. Also, direct and indirect effects were found between that the variables. Finally, it was concluded that the correlation between life satisfaction and emotional intelligence was mediated significantly by hope and self-respect. The research findings were interpreted and discussed in the light of the relevant literature.

Exploring Factors Influencing School Life Satisfaction for Middle and High School Students’ Using Random Forests

본 연구는 중학교 1학년과 고등학교 1학년 학생이 인식한 학교생활만족도의 영향요인을 탐색하고자 수행되었다. 이를 위해 경기도교육연구원의 경기교육종단연구(Gyeonggi Education Panel Study, GEPS) 4차년도 중학교 1학년 자료와 7차년도 고등학교 1학년 자료를 활용하였으며, 기계학습 기법의 일종인 랜덤포레스트(random forests) 방법을 적용하였다. 분석에 활용된 설명변수는 중학생 312개, 고등학생 322개이다. 랜덤포레스트를 적용하여 학교생활만족도에 영향을 미치는 주요 요인을 상위 20위 내에 포함된 변인들을 기준으로 정리하였으며, 분석 결과는 다음과 같다. 첫째, 중･고등학생 1학년의 학교생활만족도에 영향을 미치는 공통 요인은 학생자치, 교사-학생관계, 교사 사기･열의, 학습동기로 밝혀졌으며, 이는 다수의 선행연구와 유사한 결과를 보였다. 둘째, 중학생 1학년의 학교생활 만족도에 영향을 미치는 고유 요인으로 학습자중심수업, 교사의 수업능력, 교우관계가 도출되었다. 셋째, 고등학생 1학년의 학교생활만족도에 영향을 미친 고유 요인으로 국어효능감이 포함되었다. 이러한 연구 결과를 토대로 중･고등학생의 학교생활만족도와 주요 설명변수와의 관계를 학교급별로 설명하고 연구 결과에 비추어 논의점을 제시하였다.This study aimed to explore the factors influencing school life satisfaction among first-year middle school and first-year high school students. To this end, The 4th and 7th year survey of ‘Gyeonggi Education Panel Study (GEPS)’ were used, and the random forests method, a type of machine learning technique, was applied. The explanatory variables used in the analysis were 312 items in middle school students and 322 items in high school students. By applying random forests, the major factors affecting school life satisfaction were summarized based on the variables included in the top 20, and the analysis results are as follows. First, student autonomy is a common major factor that affects school life satisfaction of first graders in middle and high school. It was found to be teacher-student relationship, teacher morale and enthusiasm, and learning motivation, which showed similar results to many previous studies. Second, learner-centered instruction, teachers’ teaching ability, and peer relationship were derived as unique factors affecting school life satisfaction of first graders in middle school. Third, Korean language efficacy was included as a unique factor that influenced school life satisfaction of first graders in high school. Based on these results, the relationship between school life satisfaction and major explanatory variables of middle and high school students was explained by school level, and discussions were presented according to the results of the study.

LIFE SATISFACTION AND ITS EFFECTS ON DEATH ANXIETY IN UNIVERSITY STUDENTS DURING THE COVID-19 PANDEMIC

The aim of the present study is to find out life satisfaction and death anxiety of students and to find out the effects of life satisfaction on death anxiety during the Covid-19 pandemic. “Satisfaction with life” and “Death anxiety” scales filled in by 649 university students were evaluated. Independent t-test, one-way analysis of variance and LSD tests were used in statistical procedures. The difference between life satisfaction scores were found to be significant in terms of gender (p

The Effect of Body Image Perceptions on Life Satisfaction and Emotional Wellbeing of Adolescent Students:

The Effect of Body Image Perceptions on Life Satisfaction and Emotional Wellbeing of Adolescent Students:

Resilience fully mediated in the link between risk of smartphone addiction and life satisfaction among college students

ABSTRACT Objective: Life satisfaction is one of the most important indicators of psychological health for college students. Therefore, investigating the factors that influence the level of life satisfaction of college students can help develop intervention programs to improve student life satisfaction. This study investigates the mediating effect of resilience in the link between risk of smartphone addiction (RSA) and life satisfaction among college students. Method: A cross-sectional study design was used. Four hundred twenty-three Vietnamese university students (Mage = 18.78, SD = 0.925) completed The Smartphone addiction scale – Short version (SAS –SV), The Connor – Davidson Resilience scale (CD-RISC-10) and The Life satisfaction scale (SWLS). The SPSS 20 and PROCESS 3.5 (Model 4) were used to test the hypotheses. Results: The results indicated that RSA did not predict life satisfaction among Vietnamese students (B = −0.052, SE = 0.035, p > 0.05, 95% CI = [−0.120, 0.017]). More importantly, resilience fully mediated the link between RSA and life satisfaction (B = −0.020, SE = 0.010, 95% CI = [−0.041, −0.004]). Discussion: The findings of this study not only contribute to expanding the mechanism of the association between RSA and life satisfaction, but also provide a theoretical basis for interventions to improve life satisfaction for students.

The impact of group singing on children's subjective well‐being: Mixed methods research

AbstractImproving the well‐being of children has been widely discussed, yet research‐exploring strategies aimed at improving this in school‐based settings is still an emerging field of research. This mixed methods study investigated the impact of a singing intervention on the subjective well‐being of a class of 27 children aged 8–9. Over the course of 2 weeks, the class took part in 20 minutes of daily group singing with a focus on learning popular music that they chose. The sessions were delivered by a generalist primary teacher who had previously worked as a music specialist. In measuring children's subjective well‐being with emphasis on life satisfaction, the ‘Student's Life Satisfaction Scale’ was administered to the children pre‐ and post‐intervention. Of the 27 children, four (identified as disadvantaged) were interviewed as part of a focus group at the end of the intervention and questions centred around the children's opinions and enjoyment of the intervention. Results indicated that there was a much lower proportion of children with low subjective well‐being scores after the intervention than before the intervention (as measured by the SLSS questionnaire). Analysis of the Likert scale data showed a ‘medium’ (d = 0.5) effect size. Thematic analysis of the focus group revealed that singing had a broadly positive effect on the well‐being of those children, which is consistent with findings found in similar trials involving adults. Links to the theoretical framework of ‘flow’ by Csikszentmihalhi (1975) are drawn, alongside the PERMA well‐being framework model (Seligman, 2012) to help explain the effects of being engrossed in an enjoyable activity such as group singing and how this in turn can impact subjective well‐being.

Prosocial Behavior and Life Satisfaction: Exploring Age and Gender Differences Among Higher Education Students

This study assessed the relationship between prosocial behavior and life satisfaction. Furthermore, it also explored age and gender differences. Convenient sampling method was used to collect the data. Data was collected through structured questionnaires from 200 participants of three higher education institutes of Balochistan. The results revealed prosocial behavior was positively associated with life satisfaction of the higher education students. The results further showed significant differences in prosocial behavior for different age groups. However, there weren’t any significant differences found in life satisfaction of different age groups. Moreover, prosocial behavior and life satisfaction had no significant differences between men and women. Finally, results observed that though the correlation between prosocial behavior and life satisfaction was stronger for females than males, the differences were only marginal, and both correlations were in high effect size range.