Subjective Well-being Of Students Research Articles

Gender Differences in Academic Resilience and Well-Being among Senior High School Students in Ghana: A Cross-Sectional Analysis

Senior high school (SHS) students are at risk of stress and other adverse exposures that may negatively affect their well-being and possibly cause attrition. The concepts of academic resilience and well-being share commonality as psychological attributes linked to positive functioning among students. Despite this connection, there seems to be limited research exploring these concepts across genders among SHS students in developing regions. This study examined the gender difference in academic resilience and well-being among SHS students in Ghana. Using a cross-sectional survey design, 190 SHS students in three schools from Kwahu North and South district (i.e., Afram Plains) of Ghana’s Eastern Region completed the Academic Resilience Scale (ARS-30) and College Student Subjective Wellbeing Questionnaire (CSSWQ). The sample consists of 102 males and 88 females, with a mean age of 17.83 years. The data were analyzed using independent samples t-tests and hierarchical regression. The study established that students have a moderate level of academic resilience and a higher level of well-being, with no statistically significant variation in students’ academic resilience (t = 0.718; p = 0.474) or well-being (t = −1.596; p = 0.112) across gender. Further, the study discovered that resilience significantly predicted academic well-being (B = 0.425; SE = 0.050; t = 8.50; p < 0.001). This study highlights the importance of promoting gender-sensitive intervention strategies that enhance the academic resilience and well-being of SHS students and help boost their educational attainment.

Adolescents’ perceptions of Student and Teacher/Staff Defending Against Stigma-Based Peer Victimization

ABSTRACT We investigated (1) grade differences in perceived stigma-based peer victimization (SBPV), (2) differences in perceived student and teacher/staff defending against types of SBPV, and (3) whether defending against SBPV affected student subjective wellbeing (SSWB) via anti-victimization school climate perceptions. Participants were 1124 US adolescents (48% girls, 48% boys, 3% another identity) in Grades 6–9. Participants identified as Hispanic (61%), Black (12%), White/Non-Hispanic (12%), and other racial/ethnic identities (15%). We found small differences in perceived defending against different types of SBPV. There were no differences between grades for perceived student defending, but teachers/staff defended 9th-graders less than 6th-graders across all types of SBPV. Student defending against ability-based victimization and teacher/staff defending against sexuality- and weight-based victimization predicted SSWB indirectly through anti-victimization school climate perceptions. Although SBPV is harmful to adolescents’ school functioning, students and teachers/staff can defend against SBPV to promote more adaptive perceptions of school climate and wellbeing.

Commitment and training: professionalization narratives in the implementation of social and emotional learning policies in Chilean schools

Since the beginning of the pandemic, the discourse on mental health has strongly permeated educational spaces. This is evidenced by the proliferation of policies and initiatives related to Social and Emotional Learning (SEL), which urgently emphasize socio-emotional development and the psychological and subjective well-being of students. This phenomenon makes it necessary to study how professionals should take responsibility and implement a series of practices to respond to these initiatives and policies, many of which are improvised and poorly understood by the community. The aim of this article is to analyze the narratives of professionalization produced by educational agents responsible for implementing SEL policies in Chilean schools. For this purpose, in-depth narrative interviews were conducted with 12 primary education actors, including principals, educational psychologists, school climate coordinators, and homeroom teachers. The participants were selected from different types of educational institutions, including public schools, subsidized private schools, and private schools. Through an inductive Reflexive Thematic Analysis (RTA), two main themes were identified that articulate the professional experience of implementing SEL policies among the interviewees: (1) commitment to SEL and the (dis)continuities between institutions and personal efforts, and (2) initial and ongoing training for the implementation of SEL. Moreover, from these two proposed themes, various sub-themes emerged, classified according to the types of professionals interviewed and the complexities associated with the types of schools where they work. These sub-themes demonstrate how discourses on the emotional dimension and SEL in schools translate into concrete implications, both subjective and material, regarding the daily work of the interviewees. Finally, the article discusses the complexity arising from the narrative differences among professionals, particularly in terms of their initial and ongoing training, as well as the importance of shared commitments among communities in recognizing the work carried out by these professionals.

State and Development Guidelines in Subjective Well-being of students in Guangxi Vocational University of Agriculture

With the continuous development of the global economy, the transformation of social structure continues to accelerate, people’s living conditions gradually improve, and the demand level of college students continues to increase. However, due to the relative shortage of resources and the intensification of social competition, the pressure of college students has greatly increased. All of this All have a great impact on the happiness of college students.This article uses questionnaires and interviews to study the current situation of subjective well-being among students at Guangxi Agricultural Vocational University, and to provide guidelines for the development of subjective well-being among students at Guangxi Agricultural Vocational University.The research results show that the subjective well-being of students at Guangxi Agricultural Vocational University is generally at a high level. From the three dimensions that affect subjective well-being, self-health factors have the greatest impact, followed by family factors, and school factors have the least impact.The development guidelines proposed based on the above results are as follows: 1. Schools can help students by establishing mental health consulting agencies for college students, providing relevant mental health courses and face-to-face communication between teachers and students, thereby improving students’ subjective well-being. 2. Institutionalized guarantees are needed: A clear system should be established to ensure the improvement of students’ happiness and mental health education. 3. Disadvantages of improving students’ subjective well-being: First, the school’s hardware facilities can better help students build satisfaction with the school, thereby improving their sense of well-being. Secondly, there is room for improvement in helping students solve practical difficulties, such as timely intervention in students’ employment pressure and teachers’ timely intervention in students’ psychological problems. 4. Schools should organize relevant extracurricular activities to improve students’ subjective well-being. 5. Establishing positions dedicated to managing students, such as counselor positions, will help understand and solve students’ psychological problems. 6. Regular visits to students’ parents can help to gain an in-depth understanding of students’ family life and discover some hidden psychological conditions.

Perception of College Service Quality, Social Support, and Self Regulation as Predictor of College Student Subjective Well Being

Subjective well-being is an indicator of mental health that plays an essential role in college students because it significantly predicts academic achievement and dropout rates. This study aimed to determine the effect of perceptions on the quality of higher education services, social support, and self-regulation on college students' subjective well-being. The sample in this study was 325 college students from various universities in Indonesia. The data in this study were obtained through the College Student Subjective Well-Being Questionnaire, the Higher Education Performance Scale, the Multidimensional Scale of Perceived Social Support, and the Self Regulation Questionnaire to measure variables in this study. The collected data were then analyzed using multiple linear regression. This study showed that student perceptions of college service quality, social support, and self-regulation significantly influence college students' subjective well-being. Student perceptions of the college service quality were the main predictor of college students' subjective well-being. The implication of this research was that to improve the subjective well-being of college students, a comprehensive approach is needed that includes quality services from universities, social support, and good self-regulation skills in students.

Perceptions of Higher Education Service Quality Have a Significant Influence on Predictors of Student Subjective Well-Being

Subjective well-being is an important mental health indicator to study in students because it significantly predicts academic achievement and college dropout rates. This research aims to determine the influence of perceptions of the quality of higher education services, social support, and self-regulation on students' subjective well-being. The sample in this study was 325 students from various universities in Indonesia. The data in this research was obtained through the Student Subjective Well-Being questionnaire, the Higher Education Performance scale, the Multidimensional Scale of Perceived Social Support, and the Self-Regulation Questionnaire to measure the variables in this research. The collected data was then analyzed using linear multiple regression. The results of this study indicate that students' perceptions of the quality of higher education services, social support, and self-regulation significantly affect students' subjective well-being. Student perceptions of the quality of higher education services were established as the main predictor of students' subjective well-being. The results of this research imply that to improve students' subjective well-being, an approach is needed that includes quality services from the university, social support, and good self-regulation skills for students.

Development of Adolescent Strengths Use Scale for Turkish adolescents

ABSTRACT Objective This study aimed to develop and validate a new measure- the Adolescent Strengths Use Scale- to assess school-based strength use among Turkish adolescents. Method The study group consisted 1209 Turkish students in grades 7–12. A 12-item pool was initially created in light of the relevant literature and content analysis of open-ended questions asked to the relevant stakeholders including students, parents, teachers and psychological counsellors. Then, 16 experts evaluated the items in terms of their scope, conformity with language, and compliance with measurement and evaluation principles. The expert evaluation resulted in 7 remaining items which were subsequently tested with a pilot study (n = 103 students). Results Exploratory factor analysis (n = 596 students) yielded a single factor structure that explained 49.4% of the total variance. Confirmatory factor analysis (n = 376) provided a good model fit to the data: X 2/df = 2.52, p < .001, TLI = 0.96, CFI = 0.98, GFI = 0.97, and RMSEA = 0.06. Regarding criterion validity, the scale had a significant positive correlation with student subjective well-being and prosociality while it had negative significant correlations with symptoms of internalising and externalising behaviours. Furthermore, the scale produced strong internal reliability estimates (α = 0,82, Ω = 0,83).The test-retest result was also sufficient (r = 0,88). Conclusions The results suggest that the newly developed scale can be used as a reliable and valid assessment tool to measure adolescents’ strength use in school settings.

Subjective Well-being and School Functioning among High School Students

Subjective well-being (SWB) is a complex concept that includes all facets of effective and healthy human functioning across many different domains. This study sought to determine how teenagers' subjective well-being correlated with three measures of school functioning: academic achievement, academic satisfaction, and prosocial behavior. 223 teenagers between the ages of 13 and 18 were included, with girls making up to 54.9% of the group (M = 15.67, SD = 1.21) and boys 45.1% (M = 16.21, SD = 1.16). Academic satisfaction and performance are the next best predictors of prosocial behavior among study participants, followed by their subjective well-being. Students' academic satisfaction and prosocial behavior are strongly predicted by their gratitude and school connection. However, there was no statistically significant correlation between these characteristics and students' academic achievement. For all participants, academic efficacy and satisfaction were important outcome predictors. Together, these findings indicate that that student subjective well-being is an important resource for improving academic performance in adolescents.

HUBUNGAN ANTARA DUKUNGAN SOSIAL TEMAN SEBAYA DENGAN SUBJECTIVE WELL-BEING PADA SANTRI YANG TINGGAL DI PONDOK PESANTREN

This study aims to determine the relationship between peer social support and subjective well-being in students who live in boarding schools. This study uses a correlational quantitative approach. The population in this study amounted to 158 and a sample of 108 using probability sampling technique with simple random sampling type. This research instrument is the Satisfaction with Life Scale (SWLS) to measure the cognitive component and the Scale of Positive and Negative Experience (SPANE) with a reliability of 0.887 to measure subjective well-being. While peer social support was measured using the Peer Social Support Scale with a reliability of 0.876. The data in this study used Pearson's product moment correlation. The results show that there is a significant positive relationship between peer social support and subjective well-being with a sig value. 0,004 (p&lt;0,05).

Subjective Well-Being and Its Relationship With Personality Traits, Irrational Beliefs, and Social Support: A Model Test

Background: Considering the change in the life situation during the student period, attention to their health, especially the subjective well-being of students, is of particular importance. Social support is very important in this era and the aim of this study is to examine a model between subjective well-being and personality traits and irrational beliefs with the mediation of social support. Methods: The statistical population included all the students of Hacettepe University in Turkey, and 296 people were selected as a sample using a multi-stage random method. To measure subjective well-being, social support, personality traits and irrational beliefs, Subjective Well-Being Scale (Tuzgöl Dost, 2005a); Perceived Social Support Scale (PSSS) (Yıldırım, 2004); Adjective-Based Personality Test (Bacanlı, İlhan, &amp; Aslan, 2009) and the Irrational Beliefs Scale Short Form (Türküm, 2003) scales were used, respectively, which were psychologically conducted in Turkey for Turkish samples and had good validity and reliability. Results: The model test through structural equations showed that there is a significant relationship between neuroticism and conscientiousness both directly and indirectly through social support and subjective well-being. In this model, the indirect relationship of agreeableness with subjective well-being through social support was significant, but extroversion, interpersonal communication, and relational self-perception could not show a significant relationship through the mediation of social support on subjective well-being. Conclusion: Neuroticism and conscientiousness are both directly and indirectly related to subjective well-being through social support. The indirect relationship of agreeableness with subjective well-being was confirmed through social support, but extroversion and interpersonal communication and self-view showed a direct relationship with well-being and the mediation of social support was not confirmed in their case.

Autonomy support for the academic goal pursuit and subjective well-being of students with disabilities

Autonomy support for the academic goal pursuit and subjective well-being of students with disabilities

Happy and Fulfilled: Examining Student Subjective Well-Being Among Secondary School Students

The current study aims to examine the levels of student subjective well-being among secondary school students and to identify whether there is a significant difference in terms of the said construct between grade levels. The population chosen for the study are secondary school students from Dr. Yanga’s College Inc. Results indicate that there is a high level of subjective well-being and its subfactors among the students across grade levels but there still exists is a significant difference in the level of the construct between grade levels. This implies that students enjoy an overall positive school environment.

The Buffering Effect of Perceptions of Teacher and Student Defending on the Impact of Peer Victimization on Student Subjective Wellbeing

AbstractPeer victimization is associated with unwanted outcomes including less school belongingness and lower academic ability and school achievement. This study expanded on previous research by investigating how a perception of defending by peers and teachers interacted with peer victimization to predict four aspects of student subjective wellbeing: school connectedness, joy of learning, educational purpose, and academic efficacy. Participants were 1058 (488 girls, 524 boys, 20 who reported “other,” and 26 who did not report gender) U.S. adolescent 6th–9th graders, many who received free/reduced-price lunch, often from urban schools. Their mean age was 12.96 years (SD = 1.20); most identified as Hispanic (62%), followed by White (13%), Black (11%), Multiracial (7%), Asian (6%), and less than 1% American Indian or Pacific Islander. Results showed that perceived defending from students can impact victimized adolescents’ sense of connectedness to their schools and their joy of learning. It is important to understand how perceived defending impacts victims of peer victimization in order to evaluate intervention effectiveness.

Academic Adjustment as a Mediator of Self-Effficacy in Online Learning and Subjective Well-Being in Students

The widespread and rapid spread of the COVID-19 pandemic has made the offline learning to be changed to online learning from home. It subsequently has brought on impact on the subjective well-being of students. This study was aims to examine to what extent the role of self-efficacy in online learning and academic adjustment can predict the level of subjective well-being of students at Islamic University of Indonesia during the COVID-19 pandemic. A number of previous studies have shown that students with good self-efficacy and academic adjustment will have good subjective well-being. Research data were collected using the PANAS (Positive Affect and Negative Affect Scale) scale from Watson, Clark, and Tellegen and the SWLS (Satisfaction with Life Scale) scale from Diener to measure the affective components or positive and negative experiences of the respondents; self-efficacy scale in online learning from Zimmerman and Kulikowich; and the academic adjustment scale of Anderson, Guan, and Koc. Data analysis was conducted using exploratory factor analysis (EFA) and mediation analysis using JASP 0.16.1 software. The results of the analysis showed that self-efficacy in online learning brought an impact on the students' subjective well-being during the COVID-19 pandemic through the intermediary of academic adjustment (0.055). Individuals with high self-efficacy in online learning will be capable of adjusting to adjust to online academic demands well. It, as a result, has brought an impact on the quality of good subjective well-being. Thus, the research hypothesis is accepted.

Socio-economic status moderates the relationship between values and subjective well-being among Chinese college students

Personal values and socioeconomic status (SES) both influence adolescents’ subjective well-being, yet there is still a need to explore whether differences in values and SES have different impacts on one’s subjective well-being (SWB). This study examined the moderation effect of SES in the relationship between two values (self-improvement and collective responsibility) and SBW. A sample comprising 600 Chinese college students (23.40% boys, mean age = 21.21, SD = 1.56) were measured twice over the course of one year using the Chinese Adolescent Values Questionnaire and the Subjective Well-Being Questionnaire. Results showed that self-improvement value may promote SWB of students with a low SES, but this result was not seen in the students with a high SES. Meanwhile, collective responsibility value may promote SWB in students with a low SES, while it may reduce SWB in students with a high SES. Our findings suggested that self-improvement and collective responsibility values can help low SES students access resources and support, helping them overcome unfavorable situations. However, a different picture was shown for students with a high SES. In contrast to the low-SES students, these two values seemed to restrict the growth of students with a high SES, hampering their pursuit of their own goals and interests, which may ultimately diminish their SWB.

Psychometric properties of the college student subjective wellbeing questionnaire (CSSWQ) in a sample of Iranian students

In the field of the measurement of the psychological characteristics of students in Iran some questionnaires have been so far standardized; however, negative constructs such as depression and stress have been emphasized more by these student tools. Given the lack of tools related to the measurement of student wellbeing as well as the problems of current tools besides the lack of a proper study on this matter in Iran, this research was carried out aiming at investigating the psychometric properties of the College Student Subjective Wellbeing Questionnaire (CSSWQ) in a sample of Iranian students. This is a correlational research with the statistical population including female and male students of Shahed and Shahid Beheshti Universities in Tehran (Iran) in 2020. In this study, the convenience sampling method was employed to obtain the sample and 138 students were ultimately considered as the sample size. This tool’s reliability was measured by the internal consistency (Cronbach’s alpha) and splitting methods and its validity was measured by convergent and divergent methods. For the subscales and the overall scale, Cronbach’s alpha coefficients were obtained above 0.70, and the correlation coefficients in the splitting method were obtained above 0.60. Moreover, the scores obtained from this tool exhibited a significant negative correlation with the scores of the negative constructs in the tools DASS, the PWI-A, and the PANAS and a significant positive correlation with their positive constructs. In the end, it was concluded that the CSSWQ has good reliability and validity in the statistical population in question.

Ethnic Identity And Subjective Well-Being In Students With Javanese And Chinese Backgrounds

Students are inseparable from their cultural context. This study examined the difference of ethnic identity and subjective well-being between students with Javanese and Chinese ethnic backgrounds, based on two different previous research results. The research design was a comparative quantitative study with two independent samples. The study involved 101 high school students (71 ethnic Chinese students and 30 Javanese students). Sampling technique used was purposive sampling, based on the criteria decided by the researchers. The data collection tools used were the ethnic identity scale and subjective well-being scale. The analysis techniques used were percentage descriptive analysis and independent sample T-test analysis. Data showed a significant difference in ethnic identity between Javanese and Chinese students (t=2.011, p&lt;0.05). Javanese students have a higher level of ethnic identity than Chinese. In addition, this study showed a difference in subjective well-being between Javanese and Chinese students (t=2.197, p&lt;0.05). The results of this study have implications for counseling services to support subjective well-being, especially for ethnic Javanese and Chinese students.

Субъективное благополучие в связи с различными формами активности студенческой молодежи

Social activity is the sphere of students’ personal socialization and fulfillment. The study of interconnection between adherence to various forms of social activity and characteristics of subjective well-being allows unveiling the most general parameters of student activity’s consistence and personal orientation. The purpose of the study is to carry our analysis of the interconnection between subjective well-being characteristics and social activity forms. It is assumed that various forms of activity have the potential for satisfying students’ psychological needs and creating a balance between the desired and the real situation. Participants. 215 university students of Russia (aged from 17 to 27; the mean age was М = 20,2; SD = 2.44 (42.3% males). Measurements. The following techniques were used: questionnaire for defining major demographic characteristics and adherence to various forms of activity that were classified as follows: civil-political, protest-subcultural, spiritual-educational, and leisure activity, to define subjective well-being characteristics we used the Basic Needs Satisfaction in General Scale (M. M. Johnston, S. Finney); Subjective well-being scale (S. Lyubomirsky, H. Lepper); Life satisfaction scale (E. Diener); Social frustration technique (L. I. Wasserman). Results. The cognitive component of subjective well-being in students is coupled with their desire for civil and political participation, volunteerism, potential development, and education. Emotional component is positively correlated with implementation of spiritual search, educational activity, self-development; it is negatively correlated with protest forms of activity and participation in sub-cultural movements. It has been found out that leisure forms of activity are correlated with satisfaction of basic needs for autonomy, competence and pertinence; protest-subcultural forms of activity do not fully promote satisfaction of the need for autonomy and competence; students’ adherence to civil-political and spiritual-educational activity is linked with satisfaction of their need for competence. Conclusions. The most psychologically-tense forms of students’ social activity are the protest ones, as well as participation in subcultural movements; they are related to basic needs’ frustration and social frustration.

The predictive effect of subjective well-being and stress on foreign language enjoyment: The mediating effect of positive language education.

The present study is the first to investigate the extent to which positive language education can improve foreign language enjoyment in the same learners. At the same time, it explores the relation between life quality variables, subjective well-being (SWB), and stresses that have emerged as important variables to explain foreign language enjoyment (FLE). Participants were 50 native speakers of Turkish, university students, 24 having a high proficiency in one language (English) and 26 having a high proficiency in two languages (French and English). Quantitative data were collected before and after the intervention ("3 Good Things" and "Use your Strength and Virtues in a Creative Way") and qualitative data were collected at the end of the course. The results of pre-test and post-test analysis were not significant FLE (t(49) = -1.3, p > 0.05), SWB (t(49) = -0.58, p > 0.05), and stress (t(49) = -0.7, p > 0.05). Manova with a level of multilingualism as a fixed factor revealed that there was a significant difference in the pre-test and post-test F(3, 46) = 3.49, p < 0.023, Wilk's Λ = 0.81, partial η 2 = 0.023. The Between Subjects' Test reveals a significant difference in the level of SWB (F(1, 48) = 7.04, p < 0.01) and FLE (F(1, 48) = 8.5, p < 0.005), but not for the level of stress (F(1, 48) = 0.29, p < 0.59). A subsequent set of regressions revealed that in pre-test there is not a significant effect of the factors on the dependent variable (R 2 = 0.20, R 2 adjusted = 0.140). The analysis after the intervention shows a significant effect of the SWB on FLE R 2 = 0.35, R 2 adjusted = 0.31, Beta = 0.25, p < 0.002. The analysis of the quantitative data supports the statistical analysis as students report that the intervention has helped to improve the atmosphere in the classroom as well as their general attitude in life and they have learned valuable knowledge about themselves as an added value to the acquisition of the new language. We conclude that positive language education can increase the level of subjective well-being in students and that, in turn, improves the level of positive emotions in the language classroom.

Resource Assessment and Inclusion Risks: Students' View

The study aims to analyze the resources and risks of inclusion in a comprehensive school from the point of view of students. The authors proceed from the position that one of the criteria of inclusivity can be the subjective well-being of students, as a direct integrative assessment of satisfaction and positive emotions. Therefore, it is important to analyze the student's position (voice) in assessing inclusive educational processes in schools. In 2021, a continuous survey of students from one school in the city of Tyumen was conducted. The sample consisted of 807 students. The study was conducted using the author's questionnaire. The questionnaire of the international research project on the study of the subjective well—being of children "Detsky Mir" - Children'S WORLD and inclusion indicators (Booth, T. Einscow, M.) is taken as a basis. The statistical software package SPSS-23.0 was used for statistical analysis. The analysis made it possible to identify the risks of inclusion that must be taken into account when organizing and implementing the educational process, insufficient level of satisfaction with school as a component of subjective well-being; a tendency to decrease school satisfaction during the transition from 7th to 11th grades; significantly lower grades of all components of subjective well-being by students with OOP; significantly lower grades of all components of inclusion in students with OOP. The survey revealed the inclusion resources in the school under study: satisfaction with friends, family, yourself and your life prospects; high appreciation of inclusive culture at school.