Well-being Of High School Students Research Articles

The Relationship between Self-Efficacy and Family Social Support with the Psychological Well-Being of High School Students

The Relationship between Self-Efficacy and Family Social Support with the Psychological Well-Being of High School Students

Effectiveness of an Ecological Model-Based Active Transport Education Program on Physical and Mental Health in High School Students (MOV-ES Project): Study Protocol for a Randomized Controlled Trial.

The United Nations, through its 2030 Agenda and Sustainable Development Goals, advocates for the establishment of conducive environments for physical activity, following the ecological model. In line with this initiative, active transportation emerges as an accessible, cost-effective, and sustainable approach to augmenting daily physical activity levels. This study protocol endeavors to assess the impact of an active transportation education program rooted in the ecological model on the physical and mental well-being of high school students. Drawing upon scientific insights, we hypothesize that a 16-week active transportation intervention will lead to a 3% reduction in average body fat percentage and a noteworthy enhancement in executive function (including inhibition, cognitive flexibility, and working memory), physical fitness (comprising cardiorespiratory fitness and muscle strength), and mental health (encompassing mood disorders and cognitive functioning). If this intervention proves effective, it could offer a viable solution for the school community, especially in reducing congestion within the school environment. The study protocol aims to evaluate the impact of an active transportation educational program based on the ecological model on the physical and mental well-being of high school students. Three high schools located in the urban area of Talca, Chile, will be randomly selected (one public, one privately subsidized, and one private non-subsidized). Each high school will be randomly assigned an experimental group (n = 30) and a control group (n = 30; without intervention). The experimental groups will receive an active transportation educational intervention during their physical education classes for four months (60 to 90 min sessions, once a week), while the control group will receive no intervention. The primary outcome will provide information on body composition and executive function. Secondary outcomes will include objective physical activity level, physical fitness, mental well-being, academic achievement, health-related quality of life, perception of environmental urban features, physical activity barriers, and adherence to active transportation. It is expected that the results of the MOV-ES Project will transcend the physical health of schoolchildren and will have an impact on the school community, especially by decongesting the school environment.

The Price of Calm: How Socioeconomic Stressors Shape High School Student

This research article examined the correlation between socioeconomic situation (SES) and the mental and emotional well-being of high school students during the 2022-2023 academic year. The study aimed to gain a comprehensive understanding of how SES-related stressors impact students' well-being. The research covered 49 students, collecting data through a 31-question survey that included demographic information and well-being measures modeled after established mental health questionnaires. The findings demonstrated that SES has an influence on the mental and emotional well-being of high school students, with lower SES backgrounds being associated with increased stressors that affect calmness, stress levels, and overall well-being. Higher income levels were significantly linked to higher calmness levels, while longer working hours during the academic year were significantly connected to higher self-reported stress levels. However, there were no statistically significant relationships between income and self-reported sadness and anxiety. The study also highlighted the importance of access to healthcare, as students with health insurance and therapy services reported slightly lower stress levels. While this research provides valuable insights, further studies are needed to deepen understanding and inform targeted interventions for student support.

The Mediating Role of Cognitive Flexibility in the Relationship between Intolerance of Uncertainty and Subjective Well-Being in High School Students during the COVID 19 Pandemic

The COVID-19 pandemic brought some uncertain and new changes in life patterns. These changes have had psychological effects on high school students as well as in all age groups. This study aimed to examine the mediating role of cognitive flexibility between intolerance of uncertainty and subjective well-being in high school students during the COVID-19 pandemic. Participants of the study consisted of 437 high school students (234 females and 203 males) in Turkey. They completed measures of intolerance of uncertainty, cognitive flexibility, and adolescent subjective well-being. The hypothetical model developed in order to determine whether cognitive flexibility mediates in the relationship between intolerance of uncertainty and subjective well-being was tested through Structural Equation Modeling. The results of the study revealed that intolerance of uncertainty had a significant direct effect on subjective well-being. Cognitive flexibility partially mediated the association between intolerance of uncertainty and subjective well-being for the high school students during the COVID-19 pandemic. Practitioners can create psychoeducational programs to decrease intolerance of uncertainty and increase the cognitive flexibility levels of the students. The practitioners can apply these programs to high school students.

A Study on The Importance of Career Counselling and Guidance and Its Impact on the Psychological Well-being of High School Students

A Study on The Importance of Career Counselling and Guidance and Its Impact on the Psychological Well-being of High School Students

The Role of the Community Basketball Program on the Cultivation of Physical Fitness and Psychosocial Well-Being of High School Students in Selected Middle Schools

This study aims to explore the impact of community basketball programs on the physical and mental health of high school students in Panyu Middle School and Zhongyuan Middle School in Guangzhou. Fills a research gap in the existing literature by providing insights into the relationship between high school students' participation in community basketball programs and their physical, mental, and emotional health. The research covers major variables such as physical fitness level and psychosocial health of high school students, and determines the direction and goals of the research through a series of specific questions and hypotheses. Specifically, the study will investigate high school students' physical health indicators such as aerobic endurance, strength, flexibility, speed, and coordination, as well as social and psychological health indicators such as achievement motivation, social skills, self-awareness, and moral development. The study will use quantitative research methods, collect data through questionnaires, and cover high school students from Panyu Middle School in Guangzhou and Zhongyuan Middle School in Guangzhou to ensure representation and diversity. It also gives opinions on the physical health and mental health of high school students. Through an in-depth discussion of the impact of physical activities on the physical and mental health of adolescents, this study is expected to provide useful insights and suggestions for physical education and community basketball projects.

Impact of academic load on psycho-emotional state of high school students during preparation for and passing of the final assessment

The article presents the results of a medical and sociological study aimed at examining the impact of increased academic load on the well-being of high school students in Moscow during the preparation and examination period. According to the obtained data, this period is characterized by a significant increase in academic load, disruption of regular routines, and loss of social connections, which can lead to destabilization of students' psycho- emotional state. The majority of survey participants reported experiencing symptoms of stress, including nervousness, irritability, excessive fatigue, changes in eating habits, etc. which negatively affect their ability to absorb new material. In the opinion of high school students, the psychological support provided in schools often has a formal nature, limited to collective measures such as workshops and training sessions.

The Relationship Between Physical Activity Levels and Well-Being of High School Students

Fiziksel aktivite mekân fark etmeden yapılan, vücut iskelet kas sisteminin enerji harcayarak gerçekleştirdiği, belirli bir program dâhilinde veya hayatın doğal akışı içerisinde her türlü eylemi içerirken;, iyilik hali bireyin sağlığını bütün yönleriyle tanımlar ve ele alır. Diğer bir değişle iyi oluş bireylerin fiziksel gereksinimlerini fark etmesi ve duygusal, zihinsel, ruhsal yönden kendini algılayarak yaşam tarzını bu ihtiyaçlarına göre düzenleyerek kendilerine odaklanma sürecidir. Bu kapsamda mevcut araştırmanın amacı, lise düzeyinde eğitim gören öğrencilerin fiziksel aktivite düzeyleri ile iyi halleri arasındaki ilişkinin incelenmesidir. Araştırmanın evrenini Sakarya ilindeki devlet okullarında öğrenim görmekte olan lise düzeyinde öğrenciler oluşturmaktadır. İlişkisel tarama yöntemi ile tasarlanan araştırmaya, kolayda örnekleme yoluyla seçilen 310 erkek (%56,2) ve 242 kadın (%43,8) olmak üzere toplam 552 (x = 15,39±1,55) öğrenci katılmıştır.Veri toplama aracı olarak, “Fiziksel Aktivite Ölçeği”, “İyi Hal Ölçeği” ve araştırmacılar tarafından geliştirilen “Kişisel Bilgi Formu’’ kullanılmıştır. Veriler tanımlayıcı istatistikler, Pearson korelasyon ve Regresyon analizleri kullanılarak SPSS 26 programında incelenmiştir. Öğrencilerin fiziksel aktivite düzeyleri ile iyilik hali arasında pozitif yönde düşük düzeyde anlamlı bir ilişki olduğu (p

Measuring Subjective Well-Being of High School Students: Between the Desired and the Real

Measuring Subjective Well-Being of High School Students: Between the Desired and the Real

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.

The Impact of Religiosity and Social Support on Psychological Well-Being among Tahfidz Students

High school students who memorize Al-Qur'an face challenges maintaining their psychological well-being while memorizing Al-Qur'an and attending school activities. This study aims to determine the relationship between religiosity and social support with psychological well-being in high school students who memorize the Qur'an. The research subjects were 103 students (mean age 16.41) who were in the process of memorizing 30 chapters of the Qur’an at SMA IT Abu Bakar and SMA IT Baitussalam Yogyakarta. The sampling technique used was convenience sampling. Data collection was carried out using three scales: psychological well-being scale (α=0.904), religiosity scale (α=0.892), and social support scale (α=0.092), all of which were modified. The multiple regression data analysis revealed a significant relationship between religiosity and social support with the psychological well-being of high school students who memorize the Qur'an. The simultaneous effective contribution of two independent variables to psychological well-being is 52.6%. The partial contribution of religiosity is 26.9%, and the partial contribution of social support is 25.7%. These results can be a baseline for schools to develop support for memorizing the Qur'an in terms of facilities, training, and mentoring to increase students' religiosity and psychological well-being.

Spiritualitas, Regulasi Diri, dan Kesejahteraan Subjektif Siswa Sekolah Menengah Atas

This study aims to determine the influence of spirituality and self-regulation on the subjective well-being of high school students. This research used a quantitative approach with multiple linear regression analysis. The participants were 404 high school students in Kebumen Regency, Central Java, Indonesia. The results show that spirituality and self-regulation simultaneously have a significant positive influence on subjective well-being by 28%. Partially, spirituality and self-regulation have a significant effect on subjective well-being with a greater influence from self-regulation (16.3%) than spirituality (11.6%).

The Relationship between Family Resilience and Group Well-being of High School Students

The research on the relationship between family resilience and group well-being of high school students has been popular and representative in recent years, but at present, the relationship between the two has not been thoroughly discussed in China. This paper explores the relationship between the two from the perspective of parental rearing patterns. First of all, this paper analyzes the conclusion that the factors that affect students' individual health and happiness in school education and their positive emotional experience are positively correlated with the level of family psychological resilience, and then studies the relationship between family psychological resilience and group happiness of high school students through questionnaire survey. The survey results show that the psychological resilience and team well-being of high school students are above the middle level, and the overall level is good, and there are significant gender differences and grade differences, and there are also significant positive correlation and regression effects between them, which indicates that psychological resilience has a certain degree of predictive effect on subjective well-being.

Efforts to Increase the Social Care of Middle School Students with Classical Guidance Service Tools

It is necessary to help students from all parties, especially supervising and supervising teachers. The goal is that students are aware of the growth and development of a sense of social welfare, especially in the school environment and its surroundings. The purpose of this research is to develop and test the acceptability and effectiveness of classic counseling tools to increase the social well-being of high school students. This research is a type of research that uses 4D development methods (Define, Design, Develop and Disseminate). This study involved 3 experts in the field of guidance and counseling and 2 people who tested the acceptance of classic counseling tools. In this study, data was collected using a questionnaire, which was analyzed using the Content Validity Ratio (CVR) formula. The results of the content validity index (CVI) and independent t.CVR analysis showed that all the goal statements in the questionnaire were accepted and received a CVI score of 1 category very good or exceptional, so the classical teaching device corresponds to acceptance criteria. The effectiveness of the Classical Tutoring Service device was tested on 30 Grade IX students of SMP Negeri 2 Singarajan using a Pretest-Posttest Control Group Design experimental design. The results of the t-test show a significant value of 0.00, which means that the use of classic counseling services tools is effective in increasing the social well-being of high school students.

A study on the relationship between mental toughness and subjective well-being of high school students

The high school student body faces a major life transition in the form of university entrance examinations, and as it grows older, the multiple life and academic pressures it has to face increase. The stronger the mental resilience of the students, the stronger the sense of subjective well-being they can generate, and the more relaxed and enjoyable the whole learning and growth process will be. To address the intrinsic relationship between mental resilience and subjective well-being of high school students and the specific teaching influencing factors, we can guide students to form a better mental state by actively enhancing the implementation of aesthetic education, physical education, family involvement and mental health teaching in schools.

Compare the effects of career counseling method based on Holland`s theory, social cognitive career theory, and solution-focused counseling on career well-being of high school students in Isfahan city

Aim: Aim the present stady was aimed at compareing the effects of career counseling methed based on Holland`s theory, social cognitive career theory, and solution-focused counseling on career well-being of high school students in Isfahan city. 
 Methods: The research methodology was, semi- experimental method with pre-test design post- test is and follow-up with the control group. The statistical population of all secondary school students in Isfahan was in the 98-97 academic year. The sampling was done in three steps. using simple random sampling, 10 subjects were selected for each group. Based on this, 3 experimental groups of boys with a control group and 3 experimental groups of girls with a control group were formed.
 Findings: The results indicated that, there is a significant difference between the experimental and control groups regarding (p<0/001) the career well-being. The difference between the grades of the eight groups indicated that the interventions based on the career counseling based on Holland`s theory, social cognitive, and solution-focused on necessity objective square tests occupational autonomy professional growth positive organizational relationships.
 Conclusion: The counseling method of social cognitive career and circuit - oriented solution is more effective in counseling with students.

The Influence of Social Support and Self-esteem on Subjective well-being of High School Student in Bandung City

This study aims to determine the effect of social support and self-esteem on subjective well-being of high school students in Bandung city. The author used a quantitative method with 455 respondents of high school student in Bandung. The instruments are Student Social Support Scale by Nolten (1994) modified by Malecki and Elliott (1999) to measure the social support of parents and peers, The Three Esteem Dimensions compiled by Stets and Burke (2014) modified by Adiba (2020) to measure self-esteem, the Scale of Positive and Negative Experience (SPANE) and Satisfaction with Life Scale (SWLS) which have been modified by Adzhani (2019) to measure subjective well-being. The data analysis technique is linear regression and multiple regression. This research found that: 1) There is a significant effect of social support and self-esteem on subjective well-being; 2) There is a significant effect of parental social support on subjective well-being; 3) There is a significant effect of peer social support on subjective well-being; 4) There is a significant effect of self-esteem on subjective well-being.

The Relationship between Academic Support and Well-Being in Students through Mediation of Resilience

Background: Resilience is considered as one of the normal structures and concepts in positive psychology to better adjust to stressful situations and achieve well-being. Objectives: The present study aimed to investigate the mediating role of resilience in the relationship between academic support and academic well-being in students. Materials & Methods: This was a descriptive cross-sectional study using structural equation modeling (SEM). The statistical population comprised all high school studentsof Khorramabad city in the school year 2020-21, among which, 353 students were selected through multistage cluster random sampling. The research instruments included Academic Support Scale, Academic Well-Being Questionnaire, and Academic Resilience Inventory. Data were analyzed using the SEM technique. Results: There was a positive relationship between academic support and academic well-being (β=0.33; P<0.001) in the students. There was a direct relationship between academic resilience and academic well-being in the students (β=0.55; P<0.001). There was also a positive relationship between academic support and academic resilience in the students (β=0.23; P<0.001). Academic resilience had a mediating role in the relationship between academic support and academic well-being in high school students (P<0.001). Conclusion: Accordingly, the model had a good fit to the data. School principals and teachers should improve students’ well-being by increasing academic support and resilience.

Future Orientation and Well-Being in High School Students: Mediation Role of School Connectedness

Future Orientation and Well-Being in High School Students: Mediation Role of School Connectedness

The Effect of School Burnout on Academic Achievement and Well-Being in High School Students: A Holistic Model Proposal

This study aimed to contribute to a holistic analysis of the effect of school burnout on academic achievement and well-being in high school students. For this purpose, a structural equation model made up of variables, including self-regulation, student-teacher relationships, peer relationships, family involvement to school, school burnout, academic achievement, and well-being, was tested. The sample of study consisted of 866 high school students from seven different types of high schools. The data of study were collected using a set of eight scales consisting of the Personal Information Form, Self-Regulation Scale, the Friendship Qualities Scale, the Self-Determination Theory-Based Student-Teacher Relationship Questionnaire-High School Form, the Perceived Parental and Teacher Academic Involvement Scale, the Maslach Burnout Inventory-Student Survey, the Academic Achievement (GPA), and the EPOCH Measure of Well-Being (EPOCH). Total six hypotheses were tested with the hypothetical model established within the scope of the study. As a result of the analysis, it was found that all of the hypotheses regarding the proposed hypothetical model were accepted, and the model was confirmed. The findings of the study revealed that each of the variables, namely, self-regulation, student-teacher relationships, peer relationships, and family involvement to school, had a direct and negative predictor effect on school burnout.