Student Life Satisfaction Scale Research Articles

Health-related quality of life and subjective well-being among children aged 9–12 years in Shandong Province, China

PurposeTo investigate the health-related quality of life (HRQoL) and subjective well-being (SWB) of children aged 9–12 years in eastern China, and examine concordance within child self-reported and parent proxy-assessed.MethodsData was collected from 9 to 12 years old children (including their parents) in Shandong Province in 2018. Participants self-completed a hard-copy questionnaire including Child Health Utility 9D (CHU9D), Pediatric Quality of Life Inventory (PedsQL)™ 4.0 Short Form 15 Generic Core Scales (hereafter the PedsQL™), Student’s Life Satisfaction Scale (SLSS), as well as information on socio-demographic characteristics and self-report health status. Spearman’s correlation coefficients and the difference between sub-groups were conducted to assess and compare the agreement on HRQoL and SWB instruments. Exploratory factor analysis (EFA) was used to ascertain the number of unique underlying latent factors that were associated with the items covered by the two generic HRQoL and the SWB instruments. The concordance of child self-reported and parent proxy-assessed was analyzed using weighted kappa coefficient and Bland-Altman plots.ResultsA total of 810 children and 810 parents were invited to participate in the survey. A valid sample of 799 (98.6%) children and 643 (79.4%) parents completed the questionnaire. The child self-reported mean scores were CHU9D = 0.87, PedsQL™ = 83.47, and SLSS = 30.90, respectively. The parent proxy-assessed mean scores were PedsQL™ = 68.61 and SLSS = 31.23, respectively. The child self-reported PedsQL™ was moderately correlated with the CHU9D (r = 0.52). There was a weak correlation between CHU9D and SLSS (r = 0.27). The EFA result found 3 factors whilst seven SLSS items grouped into a standalone factor (factor 3), and the nine dimensions of CHU9D shared two common factors with the PedsQL™ (factor 1 and factor 2). A low level of concordance was observed across all comparisons and in all domains (weighted kappa < 0.20) between parents and their children. Furthermore, a high level of discordance was observed between child self-reported and father proxy-assessed.ConclusionsCHU9D and PedsQL™ instruments have a higher agreement in measuring the HRQoL in children. CHU9D/PedsQL™ and SLSS instruments showed a low agreement and EFA result suggested that measuring SWB in children potentially may provide further information, which might be overlooked by using HRQoL instruments exclusively. Concordance of child self-reported and parent proxy-assessed was poor. Overall, mother-child concordance was higher than father-child concordance.

Follow-up and Mediation Outcomes of a Movement-Based Mental Health Promotion Intervention for Refugee Children in Uganda

ABSTRACT Objective There is limited evidence for the effectiveness of mental health promotion interventions in low- and middle-income settings, especially for longer-term benefits. This study evaluates the 5-month follow-up outcomes of a movement-based mental health promotion intervention (TeamUp) for refugee children in Northern Uganda (West Nile) and further investigates what explains longer-term benefits. Methods This quasi-experimental study was conducted in four primary schools, randomly allocated to an experimental or a control condition. Enrolled in the study were 549 children ages 10–15 years (n = 265 TeamUp; n = 284 control group). Primary outcomes were psychosocial well-being (Stirling Children’s Wellbeing Scale), attitude toward school, and satisfaction with friendships (Multidimensional Students Life Satisfaction Scale [Friends and School subscales]). Mediators included social connectedness and sense of agency. Results At 5 months postintervention, 467 (85.1%) children were retained. Intent-to-treat analyses demonstrated sustained benefits for TeamUp for well-being (estimated mean difference −1.88, 95% CI −3.14 to −0.66, p = .003, effect size Cohen’s d = 0.25) and friendships (−1.52, 95% CI −2.55 to −0.48, p = .005, d = 0.25). There were no significant between-group differences for attitude toward school. Secondary benefits were shown for traumatic stress (2.18, 95% CI 0.45 to 3.91, p = .014, d = 0.21), quality of life (−1.29, 95% CI −2.31 to −0.30, p = .014, d = 0.21), bullying (0.53, 95% CI 0.08 to 0.97, p = .020, d = 0.20), and depression symptoms (1.31, 95% CI 0.09 to 2.52, p = .035, d = 0.18). Increased sense of connectedness mediates the effect of TeamUp on improving well-being (indirect effect = 0.30, SE = 0.13, p = .001), explaining 15% of variance. Conclusion This study shows sustained benefits of a mental health promotion intervention 5 months postintervention. Prolonged benefits are explained by an increase in social connectedness.

Positive and negative effects of child’s agency on trauma symptoms and psychological difficulties in war-like conditions. The mediating role of hope and life satisfaction

Background Children affected by war and political violence deploy agentic competencies to cope with trauma symptoms and psychological difficulties. However, it does not always act as a protective factor to help them adjust to potentially traumatic events. Aims We expected to explore the association between agency, trauma symptoms and psychological difficulties and the mediating role of hope and life satisfaction in a group of child victims of military violence in Palestine. Methods 965 children aged 8 to 14 were assessed with self-reported measures, War Child Agency Assessment Scale, Children Revised Impact of events scale, Strengths and difficulties scale, Child Hope Scale and Brief Multidimensional Students Life Satisfaction Scale. Structural Equation Modelling was performed having Agency as a predictor, trauma symptoms, psychological difficulties as an outcome variable and life satisfaction and hope as a mediator. Results We found a direct and positive effect of agency on trauma symptoms, psychological difficulties, and life satisfaction and hope on the two dependent variables. Life satisfaction and hope mediated the association between agency and the outcome variables. Conclusion Agency can help defend children from trauma and psychological maladaptation when it acts on life satisfaction and hope. At the same time, it might worsen psychological dysfunctions when working directly on trauma symptoms and difficulties. Clinical interventions must help children to foster agentic resources in activating hope and life satisfaction.

Effectiveness of online group cognitive-behavior therapy for adolescents with obsessive-compulsive disorder: a pilot study.

This study aims to evaluate the effectiveness of online group cognitive-behavioral therapy (GCBT) guided by the CAMALEO TOC manual in treating of adolescents with obsessive compulsive disorder (OCD). A quasi-experimental study with a single group pre-posttest intervention. Over 12 weeks 11 adolescents aged 11 to 17 years with OCD received weekly online sessions of GCBT based on CAMALEO TOC manual. The Children's Yale-Brown Obsessive-Compulsive Scale was used to assess OCD symptoms severity, the Family accommodation scale for obsessive-compulsive disorder interviewer-rated for family accommodation, the Children's Depression Inventory to assess depression symptoms, the Revised Children's Manifest Anxiety Scale for anxiety, and the Multidimensional Student Life Satisfaction Scale to assess life satisfaction. OCD symptoms decreased significantly (d = -1.55). A strong effect size (d = -1.03) was also found for family accommodation. No significant difference in OCD symptoms and family accommodation scores were found when controlling for differences between being in psychotherapeutic treatment, medication use, or psychiatric comorbidities. There was also no evidence that the intervention was effective in reducing symptoms of depression, anxiety or improving quality of life. We demonstrate the feasibility of a short-term online GCBT as an effective treatment for adolescents with OCD.

The Influence of Academic Stress on Academic Performance among University Students

Stress can be broadly defined as the response of the body when one cannot adapt to a situation when they feel under pressure or tension. This may affect students' lives and significantly impact their academic performance. This study took place at universities in Malaysia and Indonesia. Data collection using random sampling method (or stratified sampling method), 200 students were involved in this study. Questionnaires consisting of the Perceived Stress Scale and Student Life Satisfaction Scale were used to collect data for this study. This study aimed to determine the relationship between stress and academic performance among university students. This data was measured using descriptive statistical techniques, analysis of the factors that cause stress, the chi-square test, and the multivariate analysis of variance (MANOVA) model. From the data that has been tested, researchers suggest that the level of stress and life satisfaction among university students is different. Students with high grades have lower stress levels than students who do not, and the majors they take, the stress level, and life satisfaction of students majoring in Management and majoring in Medicine are different.

Academic Motivation and Social Support: Mediating and Moderating the Life Satisfaction and Learning Burnout Link.

The phenomenon of university students' learning burnout has attracted the research of many scholars because of its typicality. This study aims to explore the relationship between life satisfaction, academic motivation, social support and learning burnout among university students and its underlying mechanisms. A total of 1917 university students participated in this cross-sectional study. Research instruments included the Adolescent Student Life Satisfaction Scale, University Students' Academic Motivation Questionnaire, Adolescent Learning Burnout Scale and Adolescent Social Support Scale. The data analysis comprised descriptive statistics, correlation analyses, and assessment of multicollinearity through Variance Inflation Factor (VIF). Advanced analyses were conducted using Model 4 for mediation and Model 1 for moderation from the PROCESS macro. (1) life satisfaction significantly and positively predicts academic motivation; (2) academic motivation significantly and negatively predicts learning burnout; and (3) life satisfaction significantly and negatively predicts learning burnout; (4) academic motivation partially mediates the effect of life satisfaction on learning burnout; and (5) social support plays a moderating role in the effect of academic motivation on learning burnout. These results illuminate the complex web of relationships among life satisfaction, academic motivation, social support, and learning burnout. The partial mediating role of academic motivation underscores its significance in the link between life satisfaction and learning burnout. Additionally, the moderating impact of social support emphasizes its role in ameliorating or exacerbating the effects of academic motivation on learning burnout. These findings can help researchers and educators better understand the underlying mechanisms between life satisfaction and learning burnout. Meanwhile, the results of the study can provide practical and effective operational suggestions for preventing and intervening in university students' learning burnout and improving their academic motivation.

Comparison of self-administered versus read-aloud questionnaires for psychological measurement in students with low intellectual functioning: use of frequentist and Bayesian approaches

Background Students with low intellectual functioning (LIF) often experience barriers to participating in social research due to the literacy demands of the survey’s typical self-administered format. Although evidence for the validity of the read-aloud format for educational testing abounds, few studies have analyzed the impact of application formats on attitudes or opinion questionnaires for LIF students. Aim To analyze the effect of self-administered vs read-aloud formats on LIF and typical development (TD) students using four psychological questionnaires for school contexts (Student Engagement Instrument, Multidimensional School Engagement Scale [MSES], Brief Multidimensional Student Life Satisfaction Scale, and School Participation Scale). Method A mixed factorial (2x2) design was used. Thirty-two students participated (14 to 19 years old; M = 15.39; SD = 1.27): 17 with LIF and 15 with TD. Results Reliability indices between formats for LIF students in most questionnaire subscales were found to be adequate and equivalent. All instrument subscales had appropriate intra-subject correlations between formats, indicating that LIF students had similar scores in both. Only the MSES showed a format effect, where LIF students reported fewer disengagement behaviors in the read-aloud format. Frequentist and Bayesian statistics were conducted looking for convergences due to the small sample size. Conclusion We discuss the case-related appropriateness of each application format and propose a new criterion to choose between them to guarantee the inclusion of LIF students in psychological research.

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.

A Study to assess the impact of Pandemic Restrictions on Psychosocial well being among school going children in Pediatric ward and outpatient department of JMMC and RI, Thrissur

The descriptive study to assess the impact of pandemic restrictions on psychosocial well-being among school going children and find the association between selected socio-demographic variables and impact of pandemic restrictions on psychosocial well-being among school going children. Methodology: The study was conducted among 100 school going children in pediatric ward and outpatient department of JMMC &amp; RI, Thrissur. The research design used was descriptive design and sampling technique was purposive sampling. Data collected through questionnaires. Tool was divided in to two sections, section A – sociodemographic and clinical data questionnaire and section B- Modified Multi-dimensional student life satisfaction scale. Result: It shows that 1. Socio-demographic data: Out of the 100 samples Majority of 53(53%) children belongs to the age group of 10-12 years, 60(60%) were males, 41(41%) belongs to Muslim community, Half of them are studying in Vth standard, 57(57%) are studying in state syllabus. Majority of fathers, 49(49%) belongs to the age group of 31-40 years, 27(27%) have educational status of both primary and secondary education, 96(96%) are working. Majority of mothers, 61(61%) belongs to the age group of 31-40 years, 33(33%) have educational status of degree, 75(75%) are not working. Majority of family income, 52(52%) are having the income between 15,000-25, 000 rupees. Majority of their family's, 76(76%) belongs to nuclear family, 55(55%) have the presence of grandparents, 63(63%) has no COVID-19 history, 57(57%) has knowledge about COVID-19 and 95(95%) has no significant history of mental/social illness. The overall distribution of samples showed 55(55%) has moderate psychosocial well-beings, 45(45%) has high psychosocial well-being and 0(0%) has low psychosocial well-being. There is significant association (p&lt;0.05) between socio demographic variable sex (χ2= 5.093, p &lt;0.023) with psychosocial Well-being of school going children. As out of the 100 samples there were 574 (14.35%) has given the response as ‘Never’, 357(8.92%) has given the response as ‘Sometimes’, 595(14.88%) has given the response ‘Often’, 2474(61.85%) has given the response as ‘Almost often’ to the questionnaire given in the modified multidimensional students life satisfaction scale. From the scoring, we found that 55(55%) has moderate psychosocial well-being and 45(45%) has high psychosocial well-being. Moreover, we found that there is no evidence of low psychosocial Well-being among school going children during the pandemic restriction time period. As compared to the male children, female children have high psychosocial well-being.

Validating a Brief Student Distress Measure For Schoolwide Wellness Surveillance

The original Social Emotional Distress Survey–Secondary (SEDS-S) assesses adolescents’ past month’s experiences of psychological distress. Given the continued need for and use of brief measures of student social-emotional distress, this study examined a five-item version (SEDS-S-Brief) to evaluate its use for surveillance of adolescents’ wellness in schools. Three samples completed the SEDS-S-Brief. Sample 1 was a cross-sectional sample of 105,771 students from 113 California secondary schools; responses were used to examine validity evidence based on internal structure. Sample 2 consisted of 10,770 secondary students who also completed the Social Emotional Health Survey-Secondary-2020, Mental Health Continuum–Short Form, Multidimensional Student Life Satisfaction Scale, and selected Youth Risk Behavior Surveillance items (chronic sadness and suicidal ideation). Sample 2 responses examined validity evidence based on relations to other variables. Sample 3 consisted of 773 secondary students who completed the SEDS-S-Brief annually for 3 years, providing response stability coefficients. The SEDS-S-Brief was invariant across students based on sex, grade level, and Latinx status, supporting its use across diverse groups in schools. Additional analyses indicated moderate to strong convergent and discriminant validity characteristics and 1- and 2-year temporal stability. The findings advance the field toward comprehensive mental health surveillance practices to inform services for youth in schools.

Life satisfaction and parental support among secondary school students in Urumqi: the mediation of physical activity.

This study is aimed to analyze the relationship between parental support, physical activity and life satisfaction among secondary school students in Urumqi city, and also to explore the mediating role of physical activity in the relationship between life satisfaction and parental support among secondary school students. A questionnaire survey was conducted from December 2021 to January 2022, using a stratified whole-group random sampling method among 2,474 secondary school students aged 11-18 years in Urumqi city, including a general demographic questionnaire, a Chinese version of the Child and Adolescent Physical Activity Questionnaire, Chinese version of the Child and Adolescent Parental Support Scale, and the Multidimensional Student Life Satisfaction Scale. The Bootstrap mediating effect test was used to test the effect relationship between the variables, and Amos was adopted to analyze the mediating effect of physical activity between secondary school students' life satisfaction and parental support. Secondary school students scored (33.22 ± 5.68) on life satisfaction, (2.11 ± 0.64) on physical activity, (24.85 ± 4.31) on the mother's roll and (24.73 ± 4.40) on the father's roll. Maternal support was a significant direct predictor of life satisfaction (β=0.303, t=11.893, P<0.01). Maternal support was a positive predictor of physical activity (β=0.027, t = 9.332, P<0.01). And the physical activity was a positive predictor of life satisfaction (β=1.362, t = 7.665, P < 0.01). Paternal support was a significant direct predictor of life satisfaction (β=0.334, t = 13.448, P < 0.01). Paternal support was a positive predictor of physical activity (β=0.030, t = 10.665, P < 0.01). Physical activity was a positive predictor of life satisfaction (β=1.264, t = 7.119, P<0.01). Physical activity had a mediating effect between life satisfaction and parental support (effect values: 11.88% in maternal support and 11.38% in paternal support, respectively). The supportive parental environment of secondary school students in Urumqi can directly influence their life satisfaction and also indirectly influence their life satisfaction by enhancing their physical activity level, and parental support for physical activity of secondary school students should be enhanced to promote their life satisfaction level.

Social emotional health, life satisfaction and school climate of junior school students in the context of Covid-19 pandemic crisis: Longitudinal research in Lithuania

Research on students’ social-emotional health is important for quality learning and well-being at school, especially during the challenges of the Covid-19 pandemic times. Purpose: to investigate younger school-age students’ social-emotional health, satisfaction with life, and perceived school climate in the Covid-19 pandemic crisis and the predominance of distance learning by longitudinal research strategy. Method: Social and Emotional Health Survey-Primary (SEHS-P; Furlong et al., 2013) and Multidimensional Students Life Satisfaction Scale (MSLSS; Huebner, 2001). The sample was 84 junior school-age students (10 –12 years old) from Lithuanian schools. The results and conclusions: The first months of the Covid-19 pandemic crisis led to the deterioration of social-emotional health and satisfaction of younger school-age students. However, after 8 months of the Covid-19 pandemic crisis (re-test), some improvements in students’ emotional health, satisfaction with life, and classroom microclimate were observed. No gender-based differences were identified among students. The results revealed positive and significant correlations between the younger school-age students’ social-emotional health, satisfaction with life, and perceived school climate; the conducted regression analysis showed that family plays a significant role in junior school students’ social-emotional health. The teachers’ support for distance learning students could have improved their classroom microclimate and the knowledge of students’ health status could have helped them to adapt to distance learning more effectively during the Covid-19 pandemic crisis.

Cross-Sectional Associations between Playing Sports or Electronic Games in Leisure Time and Life Satisfaction in 12-Year-Old Children from the European Union.

Leisure time activities in childhood may have a crucial role in the development of subjective well-being. Nevertheless, more research is needed with cross-national samples concerning the differential effects of lifestyles on life satisfaction. The aim of this cross-sectional study was to analyze the associations between the frequency of playing sports/exercise or playing electronic games on life satisfaction in a sample of 12-year-old children from nine countries from the European Union. The data used in this publication come from the third wave of the Children’s Worlds project, an international survey of children’s lives and well-being whose administration started in 2017. The sample was composed of 10,626 children (50.9% boys) from Estonia, Belgium, Croatia, Hungary, Italy, Malta, Poland, Romania, and Spain. They completed the Student Life Satisfaction Scale and answered two questions to assess the frequency of playing sport or exercise, and the frequency of playing electronic games. The results indicated notable scores in life satisfaction in all participating countries. The results showed some differences between boys and girls, and among the countries, in the frequency of sport practice and electronic games in the leisure time, as well as in the overall level of life satisfaction. The results also underlined that sport practice had a greater positive effect on life satisfaction than the use of electronic games. Thus, this study highlights the need to design programs to promote sport practice in leisure time for 12-year-old children in Europe, in order to protect their subjective well-being.

Agency and life satisfaction in Bedouin children in occupied Palestinian territory: a cross-lagged longitudinal study

BackgroundBedouin children living in occupied Palestinian territory are at risk of developing trauma-related pathologies because of chronic exposure to political and military violence. Little is known about psychological wellbeing and life satisfaction in this group of children, or their coping skills and survival skills in adjusting to these conditions. MethodsOur longitudinal study aimed to assess the function of agency in predicting life satisfaction as a moderator for traumatic stress. We reasoned that the more that children show agency over time in activating domains of life satisfaction, the more they can be satisfied with their life and the less they will present signs of trauma. A cross-lagged path model (CLPM) was used to assess 143 children living in Bedouin communities located northeast of Jerusalem (area E1, Al Khan Al-Ahmar). The CLPM, a discrete time structural equation model to analyse panel data in which two or more variables are repeatedly measured at different timepoints, was run in January, 2019 (Time 1) and after 6 months (Time 2). We used the Children's Hope Scale (CHS) as a measure of agency, the Multidimensional Student Life Satisfaction Scale (MSLSS), and the Children's Revised Impact of Event Scale (CRIES). FindingsThe mean age of participants was 12·02 years (SD 2·05); 65 (46%) were male and 78 (55%) were female. Agency scores had a medium total positive standardised effect on life satisfaction (β=0·25 [95% CI 0·149 to 0·449]; p=0·004) and a small direct standardized effect on trauma symptoms (β=0·08 [0·139 to 0·450]; p=0·023). The indirect effect of agency on trauma was –0·04 (95% CI –0·119 to –0·101]; p=0·044). Life satisfaction had a small statistically significant effect on trauma (β=–0·17 [–0·484 to –0·191]; p=0·037). Statistically significant total standardised effects were found between agency, life satisfaction (β=0·25 [0·161 to 0·476]; p=0·010), and trauma symptoms (β=–0·13 [–0·317 to 0·203]; p=0·044) at Time 1. Similarly, agentic competencies were found to be more related to life satisfaction (β=0·14 [0·025 to 0·338]; p=0·047;) than to trauma symptoms (β=–0·10 [–0·543 to 0·036]; p=0·145) at Time 2. The inclusion of the cross-lagged paths increased the fit of the model significantly. InterpretationChildren are acting for their wellbeing, mobilising personal and contextual resources. Such agentic attitudes contribute to easing their lives under occupation and minimising negative effects on their mental health despite the prevailing chronic traumatic conditions. Children implement skills of resilience rather than yield to the negative effects of political and military violence. The more that children perceive themselves as agentic in activating life satisfaction, the more effectively they deploy their survival skills and resilience. FundingNone.

Students’ Life Satisfaction Scale (SLSS): Psychometric Properties with a Sample of Polish Adolescents

Students’ Life Satisfaction Scale (SLSS): Psychometric Properties with a Sample of Polish Adolescents

Life Satisfaction and Character Strenghs in Ecuatorian Adolescents

There is empirical evidence that life satisfaction (LS) in adolescence is associated with adequate development and future well-being. Research into the factors underpinning LS can therefore help to promote healthier development of societies. The aim of this study was to extend knowledge about LS among adolescents in Ecuador, a Latin American country for which research on this topic is lacking. Specifically, we analyze the relationship between LS and character strengths, controlling for gender, age, socioeconomic status, and family structure. Participants were 659 adolescents (43.1% female) aged between 12 and 18 years who completed the Students’ Life Satisfaction Scale (SLSS) and the Values in Action Inventory of Strengths for Youth (VIA-Y). Their parents or legal guardians completed the Survey of Socioeconomic Stratification (SSES). Correlation analysis and regression modeling were performed. Results showed that LS was not related to age or socioeconomic status, but there was a significant association with gender and family structure, insofar as boys and adolescents living in intact families reported higher levels of LS. Overall, the majority of character strengths were positively related to LS. After eliminating overlap between strengths and controlling for sociodemographic variables, the strengths of hope, zest, love, and prudence significantly predicted LS. We discuss how these strengths, related to the cognitive component of well-being, may play a protective role against difficulties during adolescence. Character strengths-based interventions are proposed to promote healthy development in Ecuadorian adolescents.

A sense of community at school and the subjective well-being of Chilean students.

Understand the degree to which a Sense of Community at School can predict the Life Satisfaction of Chilean students in the fifth and seventh grades. The classroom and school components will be presented separately. The research was designed as a descriptive study using a survey with a probabilistic sample made up of 1959 students (52.6% male and 47.4% female) in the fifth and seventh grades at elementary schools in the cities of Concepción and Santiago in Chile. A multiple linear regression analysis was done using the Multidimensional Scales of School Sense of Community (SOC-S) and Classroom Sense of Community (SOC-C) as predictors of life satisfaction measured with the Student Life Satisfaction Scale (SLSS). Multigroup analysis was conducted to make comparisons by sex and grade. The dimension of "sense of belonging and emotional connection" of the SOC-C and the dimension of "belonging" of the SOC-S predict life satisfaction for fifth grade students. The additional dimension of "emotional connection" of the SOC-S scale was included for the seventh-grade students. The sense that one is part of the school community is a dimension that affects childhood life satisfaction. Its level of contribution varies by age, with the sense of belonging and emotional connection variables being the relevant ones.

THE EFFECT OF PERSONALITY TRAIT, GRATITUDE AND GENDER ON CIBI (CERDAS ISTIMEWA DAN BAKAT ISTIMEWA) STUDENTS’ LIFE SATISFACTION

The study aimed to examine the effect of personality trait (extraversion, agreeableness, conscientiousness, neuroticism, and openness to experience), gratitude and gender on life satisfaction on 209 CIBI (Cerdas Istimewa dan Bakat Istimewa) students (92 male and 117 female) from Senior High School 2 at South Tangerang, Province of Banten. They completed Brief Multidimensional Student Life Satisfaction Scale (BMSLSS) which measures life satisfaction, Big Five Inventory- Kurzversion which measures trait personality and The Gratitude Questionnaire-Six Item form (GQ-6) which measures gratitude. Sampling technique that used in this research is non-probability sampling. This study examined the validity of measurements by using confirmatory factor analysis (CFA), while data analysis used regression analysis technique. The results revealed that there was a significant effect of personality traits, gratitude and gender on life satisfaction of CIBI children at 30,8%. It means that the proportion of variants of life satisfaction in CIBI students can be explained by personality traits, gratitude and gender 30,8% and 69,2% explored by other factors. More specifically, extraversion, conscientiousness, gratitude and gender variables had a positive and significant influence on CIBI students’ life satisfaction. The other side, Neuroticism had a negative and significant influence on CIBI students’ life satisfaction. Meanwhile, agreeableness and openness to experience did not have a significant effect on life satisfaction of CIBI children. Article visualizations:

Gambaran Kepuasan Hidup Pelajar Sekolah Menengah Di Masa Pandemi COVID-19

Tujuan dari penelitian ini adalah untuk mengetahui gambaran kepuasan hidup pelajar sekolah menengah dimasa pandemi Covid-19 berdasarkan aspek-aspek yang telah diuraikan dalam angket penelitian. Metode penelitian menggunakan kuantitatif deskriptif dengan teknik pengumpulan data menggunakan Multidimensional Student’s Life Satisfaction Scale (MSLSS) dengan 40 butir pernyataan. Jumlah sampel pada penelitian ini adalah 125 orang dengan teknik sampel yang digunakan adalah probability sampling. Pada uji prasayarat analisis menggunakan kolmogrov-smirnov dan lilliefors dengan menggunakan SPSS microsoft for windows versi 25 menunjukkan nilai test statistic 0,762 &gt; 0,05 dan sig. Lilliefors 0,606 &gt; 0,05 dinyatakan data berdistribusi normal. Berdasarkan hasil penelitian diperoleh hasil sangat tinggi sebanyak 5% (6 peserta didik), kategori tinggi sebanyak 34% (42 peserta didik), kategori cukup sebanyak 41% (51 peserta didik), kategori rendah sebanyak 13% (17 peserta didik), dan kategori sangat rendah sebanyak 7% (9 peserta didik) pada kepuasan hidup peserta didik usia remaja di masa pandemi COVID-19. Sehingga dapat dikatakan bahwa secara keseluruhan peserta didik SMP Muhammadiyah 16 Jakarta, MTs Kafila Jakarta, dan SMP Global Islamic School Jakarta; memiliki kepuasan hidup yang cukup, ini menandakan bahwa di masa pandemi COVID-19 yang mengalami perubahan situasi serta keterbatasan akses dalam berbagai aspek kehidupan, peserta didik masih mampu bertahan dan beradaptasi.

Improving well-being and behavior in adolescents utilizing a school-based positive psychology intervention

ABSTRACT This study is a multi-component Positive Psychology Intervention (PPI) with the goal of improving daily happiness and classroom behavior in a sample at-risk high-school students. PPIs have increasingly been used in school settings to enhance student well-being, student success, and to increase positive affect. The current study utilized a multiple baseline design, across five adolescents, to examine whether a manualized PPI implemented in individual school-based counseling sessions with at-risk high-school students, would lead to increased happiness, improved classroom behavior, and life satisfaction, measured through a Daily Happiness survey, the Direct Behavior Rating (DBR), General Happiness Scale, Brief Multidimensional Students’ Life Satisfaction Scale, and the Student Life Satisfaction Scale. Results demonstrated high variability in the data and an overall null effect of the intervention on the two dependent variables of daily happiness and classroom behavior. Limitations included individual impacts of outside factors on student reports and behavior. Due to the small scale of the study and lack of observed intervention effects, more research is needed to draw conclusions about the application of the intervention. However, social validity data revealed that school-based mental health professionals may still consider this intervention to teach students strategies to improve life satisfaction.