Well-being Of High School Students Research Articles

고등학생의 학업스트레스가 심리적 안녕감에 미치는 영향과 자기효능감, 학업소진, 사회적지지 다중매개 분석

Objectives The purposes of this study is to verify the effect of academic stress on psychological well-being in high school students. In addition, the multiple effects of academic stress on psychological well-being through self-efficacy, academic exhaustion, and social support. Methods The subjects of this study and data collection was high schools students from 1st to 3rd grade in B city, conducted after distributing the questionnaire to high school students. Of the total 630 copies, 612 copies were retrieved, 593 copies excluding 19 copies were finally analyzed. As the measuring tools, academic stress, psychological well-being, self-efficacy, academic exhaustion, and social support scales were used. As for the statistical analysis, Process Macro V3.5, SPSS 24.0, and AMOS were used to verify single, double, and multi-mediated effects. Results The main analysis results are as follows. First, it was found that academic stress had a direct and indirect effect on psychological well-being. As a result of analyzing the single mediators of self-efficacy, academic exhaustion, and social support between the two variables, a partial mediating effect was found. Second, as a result of analyzing the double mediating effects of self-efficacy and social support, academic exhaustion and social support, self-efficacy and academic exhaustion, in the effect of relationship between academic stress and psychological well-being, there was a partial mediating effect of increasing psychological well-being between the two variables. Third, as a result of analyzing the multiple mediators of self-efficacy, academic exhaustion, and social support in the effect of academic stress on psychological well-being, a sequential multi-mediating functions appeared between the two variables. Conclusions This study shows the difference from previous studies, that it examines the single, double, and multiple mediation between two variables as an integrated model. It proved the usefulness of increasing psychological well-being through the multi-mediated effect. In particular, it is of great significance in that it revealed the importance of the role of variables, considering complex and diverse aspects, regarding the psychological well-being of adolescent.

Effect of Education on Wellbeing Among High School Students in a Poor Rural Zone of Yucatan, Mexico

Education provides the opportunity to overcome poverty and attain greater wellbeing. An evaluation was done of the impact of education - understood as formation of knowledge, values and attitudes – on wellbeing in high school students in a poor rural zone of Yucatan, Mexico. A total of 223 (94 women, 129 men) students from 14 to 19 years of age answered an instrument covering two wellbeing dimensions: eating habits and self-concept. Statistical analyses of their answers showed education to have an effect only in some aspects of eating habits. Differences by sex were present in both eating habits and selfconcept, and age affected only self-concept. The education offered these students had only a minimal effect on improving their wellbeing, undermining one of the overarching purposes of education.

Positive education: Exploring students’ well-being framework in Indonesia

Positive education is a general term to describe an intervention and an empirically validated program that draws on positive psychology to promote students’ well-being. To date, there is no well-being measurement developed specifically for use in the Indonesian context. This article explores positive education, its relation to students’ well-being, and its relationship to the concept of the Positive Emotions, Engagement, Relationships, Meaning, and Accomplishment (PERMA model) in the Indonesian context. The sample used was 434 students in Yogyakarta Province. The data were analyzed using exploratory factor analysis and confirmatory factor analysis. The research instrument was adapted from the Positive Affect and Negative Affect Scale for Children (PANAS-C), the EPOCH (Engagement, Perseverance, Optimism, Connectedness, and Happiness), Measure of Adolescent Well-being, and Meaning in Life Questionnaire (MLQ). The results showed that (1) the well-being of students in Indonesia is structured into eight dimensions: pleasure, passion, excitement, engagement, relationship, presence, search, and accomplishment, and (2) confirmatory factor analysis shows that the eight dimensions show a better fit model than the PERMA model. Therefore, it is concluded that the well-being of high school students in Indonesia does not follow the "PERMA" model.

KECERDASAN HISBAH SOSIAL DAN KEMENJADIAN MURID SEKOLAH MENENGAH

Hisbah is self and social control over the obedience to all the commands of Allah SWT, namely al-amr bi al-ma’ruf wa al-nahy ‘an al-munkar. This study aims to identify the components and levels of social accountability and student development from a moral aspect. The purpose of this study is also to identify the relationship of social hisbah intelligence in shaping the well-being of secondary school students. This study uses a quantitative method involving 281 students. The research instrument used is a questionnaire containing 55 items, consisting of three main parts, namely the background of students, social intelligence, and student development. Data were analyzed descriptively and inferentially using percentage, frequency, mean score, standard deviation, t-test, and Pearson correlation. Overall, the findings of the study showed that the average mean score was at a high level for the level of social ratio (mean = 4.17) and student achievement (mean = 3.73). The results of correlation analysis showed that there was a significant relationship between social intelligence (r = 0.439, p <0.01) with the well-being of high school students. The study can be used as a guide by relevant parties including students, parents, teachers, schools, and the community to control and improve the intelligence of social hisbah which aims to shape the personality of pious people who implement al-amr bi al-ma’ruf wa al-nahy ‘an al-munkar.

Влияние современных информационных технологий на состояние здоровья школьников

The development of information technologies, their availability for every family, the transition to distance learning could not but affect health status of schoolchildren. In the past year, amid the spread of the new coronavirus infection, the time that schoolchildren spend with gadgets has significantly increased. The relevance of this study is determined by the evaluation of the ever-increasing and, as a rule, negative impact of computer technologies on the health of schoolchildren. The study aimed to investigate the features of the effect information technologies have on the well-being of high school students and to analyze the role teachers play in popularization of healthy lifestyle and reduction of the degree of influence of information technologies on health of modern schoolchildren.

Attitude change after a curriculum on the science and philosophy of well-being and happiness for high school students: A classroom-randomized trial.

Multiple interventions have been tested to promote well-being in high school students, often focusing on depression prevention. To test the impact of a one-semester active learning curriculum covering the modern science and philosophy of well-being and happiness on attitudinal measures related to the curriculum and standard measures of depression and well-being. Subjects were first-year students in an urban high school in Beijing, China (equivalent to US tenth grade). Nine classrooms were randomly assigned to the intervention curriculum (n = 252), and nine classrooms were randomly assigned to a traditional psychology curriculum (n = 263). Students completed questionnaires pre- and post-semester including a Positive Attitude Scale (PAS, concerning Relatedness, Competence, Autonomy, Gratitude, Calmness, Mindfulness, and Hope), Positive and Negative Affect Scale (PANAS), Centers for Epidemiological Studies Depression Scale (CES-D), Life Satisfaction Scale (LS), Subjective Happiness Scale (SHS), Meaning in Life Questionnaire (MLQ), and a test of knowledge about well-being (Knowledge Test, KT). In a hierarchical linear model, there were statistically significant intervention effects on six of the seven subscales of the PAS, on PANAS balance, and on the KT. CES-D, LS, SHS, and MLQ were improved but not significantly so. Notable overall secular trends in measures of well-being were observed, with a peak in September and nadir in April. A one-semester course for high school students regarding well-being and happiness demonstrated significant changes in positive attitudes, affective balance, and knowledge about happiness. Circannual trends in well-being measures over the academic year have implications for those designing school intervention studies.

Examining the factors affecting the subjective well-being of high school students

Examining the factors affecting the subjective well-being of high school students

고등학생의 능력비교 경향성과 정서적 안녕감의 관계에서 과제비용 지각의 매개효과

고등학생의 능력비교 경향성과 정서적 안녕감의 관계에서 과제비용 지각의 매개효과

Effects of Achievement Goal Orientation Types on Subjective Well-being

In the midst of increasing academic pressure, the subjective well-being of high school students tends to decline as they undergo the school years. In this regard, measuring subjective well-being in specific contexts is necessary to ensure thorough and accurate information that better represents their situation. For this purpose, the study uses subjective well-being in school, which consists of school satisfaction, positive affect, and negative affect. Out of the variables that correlate to subjective well-being in school, achievement goal orientation needs more attention. Thus, the study examines the effects of each type of goal orientation on subjective well-being in school using a 2 × 2 framework. Based on linear regression analysis, mastery-approach goal, performance-approach goal, and performance-avoidance goal have a significant effect on the subjective well-being of 11th-grade high school students in school. However, the opposite is true for the mastery-avoidance goal. The research supports previous research and provides broad information about achievement goal orientation as described by the 2 × 2 framework.

Support Related to Schools and School Well-Being: Self Esteem as Mediator

<p>School well-being is hope for students, they can survive in school. However, many students experience low levels of school well-being which has an impact on students' psychological and academic outcomes. The purpose of this study was to determine social support related to schools that can affect school well-being in high school students in Surabaya. The approach of this research is quantitative correlational study. Data collection using self-report questionnaires to measure school well-being, support related to schools, and self-esteem. Participants were 220 high school students. Path analysis procedures were performed to address the hypothesis. The results found that the teacher's social support and friend social are related to direct and indirect school well-being mediated self-esteem. This study suggests that students can improve their well-being with support related to schools and self-esteem. Policymakers in schools, mainly school principals and teachers, can improve school well-being for students Limitations and implications of the findings are discussed for future research.</p><p> </p><p> </p><p> </p>

School Bullying, Mental Health, and Wellbeing in Adolescents: Mediating Impact of Positive Psychological Orientations

School bullying is a serious psychosocial problem due to its detrimental effects on youth school functioning and adjustment. The present study explored the effects of victimization and perpetration experiences on positive psychological orientations, mental health problems, and subjective wellbeing in high school students. Participants of the study included 456 adolescents studying in two public high schools in a city of Turkey. They were 52.5% (239) female and 47.5% (217) male, and their ages ranged between 13 and 19 years (M = 15.53, SD = 1.13). Findings from the analyses indicated that adolescents in victim and perpetrator groups reported significantly fewer positive psychological orientations, diminished subjective wellbeing, and greater emotional and behavioral problems compared with their non-involved peers. Further outcomes revealed that positive psychological orientations mediated the link between school bullying and mental health problems as well as wellbeing, suggesting the importance of these constructs in developing effective intervention strategies to prevent school bullying and promote youth mental health and wellbeing in school settings.

The Difference in School Well-Being in High School Students with Full-Day Scholl and Half Day School Systems

This study aims to determine the differences in the school well-being of the full-day school and half-day high school students. The method used in this research is a quantitative correlational method with a population of 249 full day school students and 304 half-day schools with a total of 552. Sampling using accidental sampling The instrument in this study, namely, the school well-being profile questionnaire ( SWP), is based on Konu and Rimpela's theory, where there are four dimensions (having, loving, being, health). The results showed that there was no difference in school well-being among high school students with full-day school and half-day school systems. The results of the study are useful as a basis for providing guidance and counseling service techniques to improve school well-being in students.

Children’s Worth School: Psychological Well-Being of High School Students in Padang

This study aimed to reveal the condition of a child-friendly school as seen from the psychological well-being students in school. Lately there have been various harassment incidents that have befallen students and their own culprit; this is allegedly related to their discomfort at school. Interviews and observations were employed in this study. The participants which were the public high school students were recruited and determined by snowball sampling. The results showed that, generally, students experienced problems; first, psychological well-being was disrupted due to the following reasons: (1) learning environment which included incomplete classroom and extracurricular activities facilities; (2) teachers’ attribute which included attitudes toward students, show less affection, appreciation and sometimes like to force the will; and (3) inadequate teaching and learning aspects which included poor lesson plans and dense of teaching and learning material. Second, psychological well-being felt by students generally in schools is related to: (1) the atmosphere in the classroom: friendly and not grumpy teachers, fun teachers in explaining the lesson; (2) understanding and easygoing friends who are comfortable to communicate with, and (3) the atmosphere outside the classroom, friendly waiters in the canteen and a comfortable and quiet library.

Subjective Well-Being of High School Students Belonging to Indigenous Peoples of the North as a Basis for Readiness to Choose a Profession

Introduction. The preservation and well-being of the indigenous peoples of the Russian North is directly related to the national identity, the values for sustaining vital activities, the continuation and development of traditional crafts. Thus, the professional self-determination of the oncoming generation from the Russian North is the basis for the preservation of their national heritage. The aim of the present publication was to determine the subjective grounds for the formation of personal readiness to choose a profession among high school students studying and living in the Arctic. Methodology and research methods . the empirical base of the research was formed by the obtained data using psychodiagnostic tools. The indicators were the subjective well-being of schoolchildren and their readiness for professional selfdetermination. 119 high school students aged 14-17 from educational institutions of the Yamal-Nenets Autonomous District of the Tyumen Region and the city of Tyumen took part in the testing of these complex constructs. The statistical data analysis was carried out along with comparative and correlation analyses. Results. The research results show the interrelated differences between indicators of subjective well-being and readiness to choose a profession among indigenous high schools students of the Russian North and their non-indigenous peers. The analysis of the statistical validity of differences using the Student’s t-test demonstrated that high school students of the indigenous minorities of the Russian North have higher rates of psycho-emotional stability. Also, they are more independent and optimistic about choosing a profession. The results of the correlation analysis revealed that indigenous high school students of the Russian North have certain advantages over their non-indigenous peers when coping with the challenges of choosing a career. For instance, indigenous high school students are much less dependent on the indicators of subjective well-being. Their stronger psycho-emotional response to harsh living conditions increases their motivation for early professional self-determination. Scientific novelty. The current study enhances the understanding of the influence of relationships between personal characteristics and subjective well-being on the readiness to choose a career by graduates of secondary schools located in the Arctic. Practical significance. The research findings and conclusions could be exploited in order to build up more accurate and targeted system of career guidance support for high school students of the indigenous peoples of the North, as well as for other nationalities living in harsh climatic conditions.

Динамика аффективно-когнитивных аспектов переживания в процессе изучения новой информации у старшеклассников и студентов

There is a need to develop new psychological and pedagogical methods that improve the quality of learning new information, and take into account the individual personal characteristics of students. This article explores the changes in the structure of the relationships between cognitive states and emotional experiences during lessons where the new teaching material is perceived by the students as easy to understand and when the new information seems difficult. A survey was conducted with 60 high school students and 45 third-year students at KFU. The study showed the general psychological regularities of individual cognitive states and the emotional dynamic. It established a relationship between the time factor, the subjective evaluation of the quality of perception of new information and the general emotional well-being in high school students and students. The conclusions provide a basis for the new strategy for the provision of educational information.

The Linkage of Social Maturity and School Well-Being in High School Students in Sidoarjo, Indonesia

This study is in the background by the existence of School Well-Being Problems in Vocational Students. This study aims to determine the relationship between Social Maturity and School Well-Being of Class X and XI Students in November 10, Sidoarjo Vocational High School. This research is a correlational quantitative study. This study uses a sample of 186 students consisting of classes X and XI. The sampling technique used is Statified Random Sampling. Data collection techniques in this study used 2 scales, the first was the social maturity scale and the School Well-Being scale. The results showed that the correlation coefficient was 0.993 with a significance level of p = 0.000 where p was smaller than 0.05. The results show that the hypothesis in this study is accepted. There is a relationship between social maturity with school well- being in class X and XI students in November 10, Sidoarjo Vocational High School.

0245 Relationship of Chronotype with Sleep Duration, Daytime Sleepiness, and Sustained Attention in High School Students: A Pilot Study

Abstract Introduction People with a later chronotype typically sleep later and perform better later in the day. In an early high school schedule, students with later chronotypes earn lower average grades than those with earlier chronotypes. However, other effects of late chronotype on high school students are poorly understood. This study examined the relationship of chronotype with sleep duration, daytime sleepiness and sustained attention in high school students. Methods This study was conducted at Byram Hills High School in Armonk, NY, where classes begin at 7:45am. During three class periods, 36 participants (female n=24, n=12, 14–17 years old) completed the Morning-Eveningness Questionnaire (MEQ), Karolinska Sleepiness Scale (KSS), and Psychomotor Vigilance Test (PVT) during their class. Subjects recorded time spent on homework/extracurricular activities and bedtime/waketime from the night prior to the assessment. Results Later chronotype (lower MEQ score) was significantly associated with later bedtime, shorter sleep duration, and increased sleepiness (r=-0.82, p<0.001; r=0.72, p<0.001; and r=-0.40, p=0.016; respectively). Shorter sleep duration was significantly correlated with increased sleepiness (r=-0.34, p=0.045). Increased workload (time on homework/extracurriculars) was significantly associated with later bedtime (r=0.42, p=0.011). Chronotype, sleep duration, and sleepiness showed no significant association with PVT scores (r=-0.16, p=0.360; r=-0.10, p=0.933; r=0.09, p=0.619, respectively); however, increased workload was significantly associated with increased PVT scores (r=-0.35, p=0.041). Conclusion These results are important for the wellbeing of high school students, as they show relationships between late chronotype, short sleep, and increased sleepiness during class in an early school schedule. Further research is needed to determine the best school schedule for high school students based on individual differences in chronotype. Support We thank the Authentic Science Research program at Byram Hills High School, specifically teachers Mrs. Stephanie Greenwald, Dr. Caroline Matthew, and Mrs. Megan Salomone.

Bagaimana meningkatkan school well-being? Memahami peran school connectedness pada siswa SMA

Abstrak. Penelitian ini dilakukan untuk melihat pengaruh school connectedness dengan school well-beng siswa Sekolah Menengah Atas. Penelitian ini merupakan penelitian kuantitatif yang terdiri dari siswa SMA sebanyak 134 orang berdasarkan perhitungan aplikasi G*Power versi 3.1.9.2. Pengambilan data dilakukan dengan cara membagikan 2 skala yaitu skala school connectedness dan skala school well being dengan menggunakan metode accidental sampling. Uji analisis data dalam penelitian ini menggunakan pearson product moment. Hasilnya ialah terdapat hubungan positif dengan (r=0.77, p= 0.00) yang berarti terdapat hubungan antara variabel school connectedness dengan school well being pada siswa Sekolah Menengah yang signifikan. Hasil penelitian ini memiliki nilai yang positif dimana terdapat hubungan positif antara variabel yaitu semakin tinggi tingkat school connectedness siswa terhadap sekolahnya maka semakin tinggi pula tingkat school well beingnya, dan sebaliknya. Dimensi school connectedness yang berpengaruh terhadap school wellbeing adalah being connected and liked by students, communication dan being liked by teachers. Namun untuk dimensi belonging tidak memiliki pengaruh terhadap school wellbeing pada siswa SMA. Dimensi school connectedness yang memiliki effect size terbesar adalah being liked by teachers kemudian communication dan yang terakhir adalah being connected and liked by students.Kata kunci: school connectedness, school well-being, Sekolah Menengah Abstract. This research was conducted to look at the relationship between school and school - both in high school students. This research is a quantitative study involving subjects consisting of 134 high school students based on the calculation of the application G * Power version 3.1.9.2. Data retrieval is done by connecting two scales, namely the scale of school connectivity and school scale using the accidental sampling method. Test data analysis in this study using Pearson product moment. What is the positive relationship with (r = 0.77, p = 0.00) which means that the relationship between the school and school variables in the Middle School students is significant. The results of this study have a positive value. Where there is a positive relationship between variables, the higher the level of student school connection to the school, the higher the school level will be, and vice versa. Dimensions school connectedness related to school wellbeing are related and liked by students, communication and liked by teachers. But belonging does not have an influence on school wellbeing in high school students. The dimension of school connectednes which has the greatest effect size is liked by the teachers then communication and the last is connected and liked by students.Keywords: school connectedness,school well-being, secondary school

Development of an event scale for perceiving well-being in high school students

Objective This study aimed to develop an event scale for perceiving well-being in high school students (hereinafter called "the scale"). The scale includes ten items for one factor and measures the frequency with which students perceive experience-based well-being.Method This study comprised two surveys. Survey I was conducted for constructive concept validity based on the factor structural model, reliability for internal consistency, and clarifying each item's performance. The survey contents comprised the event frequency of perceived well-being. The constructive concept validity of the scale was examined with confirmatory factor analysis by structural equation modeling using data of 1,095 students. The reliability was tested using McDonald ω reliability coefficients for internal consistency. Each item's performance was examined using the item response theory. Survey II was conducted to examine constructive concept validity using hypotheses testing. The survey contents were as follows: event frequency of perceived well-being, satisfaction in life, and mood. For the measurement, the scale was used for event frequency of well-being, the life satisfaction scale was used for satisfaction, and the abridged version of mood scale was used for moods. For the statistical analysis, we constructed a model in which the event frequency of perceived well-being influences the level of life satisfaction, and a model where the event frequency of perceived well-being influences mood. We examined the fit of the models using data of 2,003 students following structural equation modeling.Result The results of Survey I showed that the model fit for data assumed for the scale was as follows: CFI=0.932, RMSEA=0.098, and ω reliability coefficients were 0.828. Discernment of each item was 0.65~1.06, and the difficulty level was -1.99~2.27, thus all values were acceptable. The results of Survey II showed that the mode fit for the data where event frequency of perceived well-being influences the level of life satisfaction was CFI=0.978, RMSEA=0.060; thus, the values were acceptable. Model fit for data where event frequency of perceived well-being influences mood was CFI=0.952, RMSEA=0.057; thus, values were acceptable.Conclusion The scale developed in this study supported the following: constructive concept validity based on the factor structural model, reliability with each item performance tested for internal consistency, and constructive concept validity using hypotheses testing. We believe that the scale will be helpful in developing support methods that enhance high school students' subjective sense of well-being.

Субъективное благополучие школьников в ситуации самоопределения

This exploratory study aims to analyse the factors that influence subjective well-being of high school students. The purpose of the study is to formulate hypotheses about the impact of the situation of self-identification on the school students’ subjective well-being. The research is based on 14 interviews with school students in 10th and 11th grades. These interviews showed how adolescents perceive the situation of transition from the status of schoolchildren to the status of school graduates, what aspects of this transition cause anxiety and stress, and what changes in the behavior and everyday life of schoolchildren are caused by the need to make educational and life choices. The results suggest that in schools with a highly competitive environment, in which students have higher educational aspirations, the stress from self-determination and planning for the future in adolescents is higher than in schools with a less competitive environment. The obtained data place the subjective well-being of the high schoolchild in a broader context of life path design and allow to formulate a hypothesis that it is the need to solve the age-related problem of self-determination that has a decisive influence on the experiences of adolescents of this age. Understanding how well-being is related to the characteristics of this transitional stage in adolescents’ life, on the one hand, and social factors, on the other, creates the basis for further analysis: identifying risk groups of schoolchildren, studying and revising strategies to improve their well-being.