Subjective Well-being Questionnaire Research Articles

Adolescents’ School-Based Universal Well-Being Screening: A Validation of the Student Subjective Wellbeing Questionnaire in Portugal

AbstractSchool-based universal well-being screening is proposed within the Multi-tiered Systems of Support approach to collect data on school and individual well-being. Universal screening allows for data-based informed decision, allocating each pupil or set of pupils in universal, selective and/or indicated structured interventions and supports. However, schools require adequate and validated measures of both positive well-being and indicators of psychological health problems. This study focused on the adaptation and validation of the Student Subjective Wellbeing Questionnaire (SSWQ) in Portugal, a tool directed to positive well-being screening. After a translation process, data was collected in 10 schools. A sample of 942 school pupils in the 3rd cycle was randomly split into two subsamples. First was conducted on one subsample, and then, CFA was conducted in the other. Gender and school year invariance were also conducted with the CFA subsample. Internal consistency was likewise analysed. The analysis finished with convergent and discriminant validity. Overall, results supported a second-order factor model (subjective well-being), including four first-order factors, with the elimination of one item and changing one item to another subscale. Results showed good reliability of each factor (all above 0.70). Full measurement invariance was reached for gender (male and female) and school year (7th, 8th and 9th grades). Convergent validity was found with measures of satisfaction with school, group identification with peers and school social support, and divergent validity was found with BPM-Y. Altogether, results support that SSWQ-PG can be used to screen for subjective well-being in schools, helping schools in identifying and addressing pupils’ mental health needs more effectively.

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.

Students’ Wellbeing and Level of Motivation towards Science Learning in Relation to Their Academic Achievement

Academic achievement requires a lot of motivation. Given that students' wellbeing substantially affects their overall performance, examining the many aspects and how they affect students is necessary. This study determined the students' wellbeing and motivation towards science learning concerning their academic achievement. The results were obtained from 134 respondents. The study employed a descriptive-correlational research approach and utilized three main tools: the Student Subjective Wellbeing Questionnaire, the Students' Level of Motivation Questionnaire, and the academic records of the students. The research in question employed various statistical techniques, including the Pearson Product Moment Correlation Coefficient, mean, standard deviation, stepwise multiple regression analysis, and mean. Results showed that the overall wellbeing of the students was good, their level of motivation was high, and their academic achievement in science was very satisfactory. It was found that there was a significant relationship between students' wellbeing and academic achievement in terms of academic efficacy. Furthermore, there is a significant relationship between students' levels of motivation and their academic achievement. The research results indicate that the extent of a student's motivation, specifically their self-belief and their goals for achievement, played a significant role in predicting their success in science education. The findings make instructors use different science teaching strategies that consider students' learning styles while planning classes and activities to help students develop desirable behaviors toward appreciation and interest in science.

Subjective socio-psychological well-being of a person as a factor in the choice of food products

Introduction. Food preferences of people are largely determined by genetic predisposition, However, from the moment of birth, they tend to change depending on the influence of the social environment, personal experience and significant personalities.&#x0D; The purpose of the work is to reveal the influence of subjective socio-psychological well-being on the formation of food preferences through an assessment of its relationship with external factors determining the choice of a particular product.&#x0D; Materials and methods. The following methods were used in the study: the «Eating Behaviour Assessment Scale» method, the Psychological Well-Being Scale” method, “Subjective Economic Well-Being Questionnaire”, methodology for diagnosing the level of self-esteem, authors’ questionnaire. The statistical software SPSS 22.0 was used to process the data. The study surveyed 22 to 60 years 250 peoples. Consent to participate in the study was obtained from each subject. &#x0D; Results. The main components of the concept of “subjective socio-psychological well-being of consumers” are determined, their interrelations with various factors of external marketing influences on buyers are revealed. The subjective factors mediating eating behaviour, reflected in the concept under consideration, largely determine the effectiveness of the influence on the individual of various external marketing influences when buying food.&#x0D; Limitations. The sample of the study, despite the rather large volume, was not representative enough and included only residents of Moscow and the Moscow region, which does not give the right to use the results obtained outside the region with confidence.&#x0D; Conclusion. The higher the level of subjective socio-psychological well-being, the more expensive goods people prefer. At a low level, the greatest attention when choosing is given to information about the quality of the product on the label. The effect of advertising and brand on food choice in both high and low individuals is extremely small.

Associations between Teacher Wellbeing and Social Support for Physical Activity in Two Urban School Districts during the early stages of the SARS-CoV-2 Pandemic

Given physical activity’s protective effects on mental health and the potential for school districts to support teachers in this area, we explore teacher wellbeing protective factors including social support for exercise. Specifically, we measured the association between social support for exercise and teacher wellbeing in racially and ethnically diverse urban school districts. Based on a prior partnership with 19 schools across 5 districts, we obtained approval from two districts to outreach to teachers (n=206) and invite them to complete the Teacher Subjective Wellbeing Questionnaire and the Social Support and Exercise Survey during the 2020-2021 academic year. We applied linear regression models for continuous variables with teacher wellbeing as the dependent variable and social support as the independent variable adjusting for teacher- and school-level factors. Teachers (n=121) across eight K-8th grade schools completed the survey. The majority of teachers identified as female (77%) and non-White (84%). In the adjusted analysis (n = 104), there was a positive association between family social support for exercise and teacher wellbeing (β = 0.31; P Value &lt; 0.05). Thus for every unit increase in family social support for exercise, a small 0.31 unit increase in teacher wellbeing was predicted. Additional research is needed to better understand this relationship in marginalized school districts as it may yield insights to be applied through multiple channels. District representatives have an opportunity to positively influence teacher wellbeing, an important component to supporting student success, building educational equity, and closing the achievement gap.

ADAPTASI ALAT UKUR STUDENT SUBJECTIVE WELL-BEING QUESTIONNAIRE (SSWQ) VERSI BAHASA INDONESIA

This study adapts and analyzes the psychometric properties of the Student Subjective Well-being Questionnaire developed by Renshaw in Indonesian with a sample of students. The adaptation of this measuring instrument goes through several stages, starting from translation, back translation, testing the reliability coefficient and collecting validity evidence in the form of content-based testing and internal structure testing using confirmatory factor analysis (CFA). This study involved a sample of 296 high school students in Cimahi City. Testing the reliability of the Indonesian version of SSWQ, the Cronbach alpha result was 0.84. In addition, testing the evidence of internal structure using CFA shows that the Indonesian version of the SSWQ instrument has an acceptable goodness of fit index (RMSEA=0.03, SRMR=0.03, CFI=0.98, and p-value chi squre=0.086). The factor loadings of the items were in the range of 0.54-0.768. It can be concluded that the Indonesian version of the SSWQ measuring instrument has good psychometric properties so that it can be used for research or assessment purposes to measure student well-being in schools that are brief, valid and reliable. This study suggests that the Indonesian version of the SSWQ is developed with a wider variety of samples with a larger sample size.

The impact of a growth mindset on high school students' learning subjective well-being: the serial mediation role of achievement motivation and grit.

The learning subjective well-being of high school students has significant value for their academic achievement and future life development. A growth mindset is one of the key factors affecting the learning subjective well-being of high school students. However, research on the mechanism by which a growth mindset affects learning subjective well-being is still relatively limited. Therefore, the study aims to investigate the impact of a growth mindset on the learning subjective well-being of high school students, as well as the role that achievement motivation and grit play as serial mediators in this relationship. This study employed a convenience sampling method to select 708 high school students from Chinese public high schools as participants. The research utilized the Growth Mindset Scale, Achievement Motivation Scale, Grit Scale, and the Learning Subjective Well-being Questionnaire for High School Students to collect data. All data were analyzed using SPSS 26.0, employing Model 6 from Hayes' SPSS PROCESS macro to test the serial mediation model. Our results found that (1) high school students' growth mindset positively predicted their learning subjective well-being. (2) Achievement motivation played a mediating role between a growth mindset and learning subjective well-being among high school students. (3) Grit acted as a mediator between learning subjective well-being and growth mindset among high school students. (4) Achievement motivation and grit served as serial mediators between a growth mindset and learning subjective well-being among high school students. A growth mindset can influence the learning subjective well-being of high school students through achievement motivation and grit. Educators can enhance the learning subjective well-being of high school students by implementing intervention strategies that foster a growth mindset, achievement motivation, and grit.

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.

Особенности оценки собственной безопасности и благополучия подростками на территориях военных конфликтов

&lt;p style="text-align: justify;"&gt;The study is aimed at examining the assessment of safety and well-being among adolescents through their subjective evaluation. A comparative analysis of subjective well-being (SWB) was conducted in areas of armed conflict and regions of Russia using the Subjective Well-Being Questionnaire (Oslon V.N. et al.), which, in addition to SWB subdomains, includes a set of questions allowing for a more qualitative interpretation of the results. In total, 13,342 adolescents from the Donetsk People&amp;rsquo;s Republic (DPR) participated in the survey, including 54% girls and 46% boys aged 13 to 17. The research results allowed evaluating living conditions, education, experienced stress, and safety, as well as the perspectives of adolescents seeking integration into normal life. A detailed analysis of the responses revealed that the majority of adolescents rated their satisfaction with various aspects of life quite high. However, a comparative analysis of SWB subdomains indicates that subjective satisfaction is lower than the overall Russian sample (151,000 people). The study showed that, along with socio-psychological support for children by qualified specialists locally and during visits to other regions, the creation of conditions for normalizing life in their republic, including the restoration of child infrastructure, is of no less importance for well-being.&lt;/p&gt;

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.

Physical activity and life satisfaction among adolescents before and during the COVID-19 pandemic

The negative impact of the COVID-19 pandemic and distance education has significantly affected adolescents' lives. The restrictive policies negatively affected their physical and mental health and life satisfaction. It is therefore desirable to look for ways to eliminate similar negative impacts on adolescents in the future. This study aimed to identify the differences in the association between physical activity and life satisfaction in Polish adolescents before and during the pandemic. The study included 1541 participants (891 before the pandemic and 650 during the pandemic) aged 15–19 years. The International Physical Activity Questionnaire-Long Form questionnaire was used to assess physical activity, and the Bern Subjective Well-Being Questionnaire was used to evaluate life satisfaction. The objectivity of data collection and analysis before and during the pandemic was ensured by the web application the International Database for Research and Educational Support. During the pandemic, we found lower physical activity and life satisfaction in both boys and girls compared to before the pandemic. Girls with low and high physical activity levels showed significantly lower life satisfaction during the pandemic than they did before. Low life satisfaction was associated with lower physical activity, and high life satisfaction was associated with greater total physical activity. Both boys and girls with low and high life satisfaction achieved significantly fewer physical activity recommendations during the pandemic. High life satisfaction increased the likelihood of meeting the recommendations for physical activity before and during the pandemic. This study provides new insights into the differences and associations between life satisfaction and physical activity in adolescent boys and girls before and during the pandemic. It provides suggestions for the prevention of possible future restrictions in the school settings. Support for post-pandemic life satisfaction in adolescents should focus mainly on increasing vigorous physical activity and improving adolescent participation in organized physical activity settings.

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.

Altitude-induced effects on neuromuscular, metabolic and perceptual responses before, during and after a high-intensity resistance training session.

We tested if an acute ascending to 2320m above sea level (asl) affects corticospinal excitability (CSE) and intracortical inhibition (SICI) measured with transcranial magnetic stimulation (TMS) at rest, before, during and after a traditional hypertrophy-oriented resistance training (RT) session. We also explored whether blood lactate concentration (BLa), ratings of perceived exertion (RPE), perceived muscular pain and total training volume differed when the RT session was performed at hypoxia (H) or normoxia (N). Twelve resistance-trained men performed eight sets of 10 repetitions at 70% of one repetition maximum of a bar biceps curl at N (SpO2 = 98.0 ± 0.9%) and H (at 2320 asl, SpO2 = 94.0 ± 1.9%) in random order. Before each session, a subjective well-being questionnaire, the resting motor threshold (rMT) and a single pulse recruitment curve were measured. Before, during and after the RT session, BLa, RPE, muscle pain, CSE and SICI were measured. Before the RT session only the rMT differed between H (- 5.3%) and N (ES = 0.38). RPE, muscle pain and BLa increased through the RT session and were greater at H than N (12%, 54% and 15%, respectively) despite a similar training volume (1618 ± 468kg vs. 1638 ± 509kg). CSE was reduced during the RT session (~ 27%) but recovered ten minutes after, regardless of the environmental condition. SICI did not change after any RT session. The data suggest that acute exposure to moderate hypoxia slightly increased the excitability of the most excitable structures of the corticospinal tract but did not influence intracortical or corticospinal responses to a single RT session.

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.

Stress and Well-Being of Greek Primary School Educators: A Cross-Sectional Study

The teaching profession has always been challenging, while for various reasons the magnitude of observed stress in teachers has been continually growing over time. This study was conducted to demonstrate the relevance of stress in this professional group and to generate evidence for the benefit of primary school teachers and, indirectly, their pupils. To this end, we examined a large number of school teachers in a descriptive cross-sectional study. The survey comprised 786 primary school instructors aged 21 to 65 years, 646 women (82.2%) and 140 males (17.8%), and was performed from March to October 2022. Participants were asked about their gender, age, marital status, place of domicile, satisfaction with their income, whether their income met their needs, number of children, whether they cared for a person with a disability, work experience, alcohol use, eating patterns, and their height and weight for computation of their Body Mass Index (BMI). The survey included the Teacher Subjective Well-being Questionnaire (TSWQ), the Perceived Stress Scale (PSS), the Healthy Lifestyle and Personal Control Questionnaire (HLPCQ), and the Pittsburgh Sleep Quality Index (PSQI). The results showed that there were significant differences between the two sexes in age, marital status, work experience, smoking, alcohol use, and eating breakfast. Furthermore, there were significant differences between the two sexes in BMI, PSS Total, Dietary Health Choice, Harm Avoidance and Total HLPCQ. The variance of PSS Total was predicted by Sex, Teacher Efficacy, Total PSQI, Dietary Health Choice, organized physical exercise, social support and mental control, and Total HLPCQ. Between teacher efficacy, school connectedness, teacher well-being, organized physical exercise, social support and mental control, Total HLPCQ and PSS Total, the correlation coefficients were negative and significant at the <0.05 level. Between Total PSQI and PSS Total, the correlation coefficient was positive and significant at the <0.05 level. Between teacher efficacy, school connectedness and teacher well-being, organized physical exercise, social support and mental control, Total HLPCQ and Total PSQI, the correlation coefficients were negative and significant at the <0.05 level. In summary, we demonstrated that Greek primary school teachers experience significant stress, which is intertwined with their way of life, and reflected in significant decreases in their sense of well-being, quality of sleep, and overall life satisfaction, as well as in their standards of teaching.

Family Economic Status, Resilience, and Subjective Well-being Of Parents Whose Children Have Autism Spectrum Disorder

We examined the relationship between family economic status and subjective well-being in a sample of 126 parents whose children have autism spectrum disorder, and also assessed the mediating role of parents' resilience. Participants completed the Family Economic Status Questionnaire, the Resilience Questionnaire, and the Subjective Well-Being Questionnaire. The results showed that family economic status was significantly associated with parents' subjective well-being, and that resilience significantly mediated this relationship. These findings provide novel evidence of the psychological mechanism of how family economic status affects subjective well-being, and contribute to understanding of how family economic status is associated with subjective well-being among parents of children with autism spectrum disorder. Our findings indicate that developing interventions to improve resilience is a practical way to reduce the impact of family economic status on the subjective well-being of parents whose children have autism spectrum disorder.

Subjective well-being level as a predictor of university students' psychological engagement in blended learning

The purpose of this research is to identify the level of subjective well-being of university students in blended learning, investigate the relationship between subjective well-being and psychological engagement, determine the differences in their subjective well-being level in terms of gender and academic discipline variables, and explore the predictability of psychological engagement level through subjective well-being. For this purpose, the descriptive comparative correlative approach was utilised. Three hundred and sixteen male and female students participated in this research. For data collection, the College Subjective Well-being Questionnaire and the psychological engagement scale were applied to the participants. Results demonstrated that students had a high level of subjective well-being in all its dimensions, there was a statistically significant correlation at (0.01) level between psychological engagement and subjective well-being, the level of psychological engagement can be predicted through the level of subjective well-being, there were statistical differences in the subjective well-being level and all its dimensions due to gender in favour of female students, there were no statistical differences in the level of subjective well-being as a whole due to the academic discipline variable, while there were statistical differences in all its dimensions due to the academic discipline in favour of the literary disciplines. Keywords: Blended learning, psychological engagement, subjective well-being

The effectiveness of self-empowerment-based patient-centered care for obese students in primary services: A randomized controlled trial.

Self-empowerment-based patient-centered services with a coaching approach are imperative in the management of students with obesity. This study evaluated the applicability and effectiveness of self-empowerment-based patient-centered coaching for the weight loss program model for obese students. This randomized control trial recruited 60 obese students aged 17-22 years in Universitas Indonesia from August to December 2021. Intervention group subjects were coached by a health coach. Each health coach assisted four subjects with SMART model coaching in six meetings every 2 weeks through a zoom platform. Both groups had instructions on obesity, nutrition, and physical activity from specialist doctors online. Paired t-test or Mann-Whitney test, as appropriate, to compare the measurements of anthropometry, body composition (bioelectrical impedance analysis), food intake (food record form), physical activity (physical activity form), subjective well-being (subjective well-being questionnaire), and healthy behavior habits (satisfaction scale) between the two groups before and after the intervention. A total of 41 obese students completed the study, 23 from intervention group and 18 from the control group. The change in total body fat (-0.9 [-12.9, 0.70] vs. 0.0 [-6.9, 3.50], P = 0.02) and healthy behavior habit (13.5 ± 11.85 vs. 7.5 ± 8.08, P = 0.04) in the intervention group was significantly greater than in the control group. The change in satisfaction scale of hobby/passion (2 [-4.6] vs. 1 [-2.2], P = 0.02), movement exercise (2.3 ± 2.11 vs. 1.2 ± 1.93, P = 0.03), sleep rest (2 [-6.5] vs. 1 [-3.2], P = 0.01), and spiritual (1 [0.6] vs. 0 [-1.3], P = 0.00) was significantly higher in the coached group. A weight loss program for obese students was tested through self-empowerment-based patient-centered care with a coaching approach and has proven to effect changes in anthropometric indicators, body composition, self-empowerment, food intake, and physical activity.

RASA SYUKUR, DUKUNGAN SOSIAL DAN KESEJAHTERAAN GURU DI MASA PANDEMI

During the COVID-19 pandemic, many countries implemented health protocols and implemented lockdowns several times. This causes changes in learning activities, thus requiring special teaching methods. Teachers are required to be creative in conveying material through online (online) learning media. Likewise, teachers and students who initially studied face-to-face are now forced to study from home online. This can cause teachers to feel pressured. Gratitude and social support received (perceived social support) can help teachers overcome the problems they face. This study aims to determine the role of teacher gratitude and teacher perceived social support for teacher subjective well-being during a pandemic. This research was conducted using an electronic questionnaire aimed at 202 teachers who teach at secondary level schools with an age range of 20-46 years. The measurement tools used are the Gratitude Questionnaire Revised-Multidimensional Scale of Perceived Social Support (R-MSPSS), and the Teacher Subjective Well-Being Questionnaire (TSWQ). As a result of the study, gratitude has a significant role in the teacher’s subjective well variable, as well as perceived social support. The role of the PSS dimension in the TSWQ variable is only seen in the family dimension which has a positive and significant value. Perceived social support and gratitude have a positive and significant role in teacher subjective well-being. The higher the value of perceived social support and gratitude, the higher the subjective well-being.

Subjective wellbeing and academic success of first-generation and continuing-generation medical students

Objective: This study was conducted to assess the differences in mental wellbeing and academic satisfaction among first-generation and continuing-generation medical students. Methods: This cross-sectional study was conducted in Riyadh, Saudi Arabia, including 263 clinical-phase 5th- and 6th-year medical students. The study used two validated questionnaires: the College Student Subjective Wellbeing Questionnaire (CSSWQ) and the Positive and Negative Affect Schedule (PANAS). Results: The study had a response rate of 69.8%. Around one third students (34.6%) had parents or siblings who had graduated from medical school. The mean PANAS positive and negative affect scores were 31.4 ± 8 and 23.7 ± 8.2, respectively. Academic efficacy, school connectedness, college gratitude, and the composite measure of college student wellbeing had mean scores of 4.8 ± 1.4, 4.6 ± 1.4, 5.1 ± 1.2, 6.2 ± 0.9, and 5.2 ± 1, respectively. Gender was a significant predictor of the PANAS negative affect score (P = 0.001), academic efficacy (P = 0.04), and school connectedness (P = 0.026). The father&amp;apos;s education level significantly influenced academic satisfaction (P = 0.01), school connectedness (P = 0.009), and college student wellbeing composites (P = 0.03). Additionally, having a sister who had graduated from medical school was a significant factor affecting the PANAS score (P = 0.05). Conclusion: Medical students&amp;apos; PANAS and CSSWQ scores might be impacted by their parents&amp;apos; education level in both first and continuing-generation medical students. In continuing-generation medical students, the graduation status of their siblings had a significant impact on their PANAS score.