Well-being Of High School Students Research Articles

The Level of Participation and Attitude of School Physical Education and the Relationship with Academic Stress, Ego-resilience and Psychological Wellbeing of High School Students

This study was carried out to investigate the level of the participation in and the attitude towards school physical education, and the relationship with the academic stress, ego-resilience and psychological wellbeing of high school students. First, the participation in and attitude toward school physical education of youth showed a positive correlation with ego-resilience and psychological wellbeing, but a negative correlation with academic stress. Second, high academic stress was observed in the cluster with low participation and a negative attitude, and in the cluster with medium participation and a neutral attitude toward school physical education. Third, ego-resilience demonstrated the highest levels in the cluster with high participation and a positive attitude. Finally, the highest psychological wellbeing was found among those with high participation and a positive attitude.

The Mediating Effects of Hope between Attitude toward School Physical Education, Academic Stress, Ego-Resilience, and Psychological Wellbeing of High School Students

The objective of this study is to identify the mediating effects of hope between high school students' participation in school physical education and their physical self-concept to provide basic data for the development of school physical education programs. First, school physical education participation level showed a positive correlation with Ego-resilience and psychological well-being, but a negative correlation with academic stress. Second, the school physical education participation of the students exceeded the median value and academic stress fell a little short of the average, which was the median value of 3 points. Ego-resilience and psychological well-being was higher than the average, which were the median values. Third, the mediating effects of hope were identified in the relationship between school physical education participation and academic stress in the students. Partial mediating effects of hope were identified in the relationships between school physical education participation, Ego-resilience and psychological well-being.

The Mediating Effects of Hope between Participation in School Physical Education, Academic Stress, Ego-Resilience and Psychological Well-Being in High School Students

The objective of this study is to identify the mediating effects of hope between high school students\' participation in school physical education and their physical self-concept to provide basic data for the development of school physical education programs. First, school physical education participation level showed a positive correlation with Ego-resilience and psychological well-being, but a negative correlation with academic stress. Second, the school physical education participation of the students exceeded the median value and academic stress fell a little short of the average, which was the median value of 3 points. Ego-resilience and psychological well-being was higher than the average, which were the median values. Third, the mediating effects of hope were identified in the relationship between school physical education participation and academic stress in the students. Partial mediating effects of hope were identified in the relationships between school physical education participation, Ego-resilience and psychological well-being.Keywords: AcademicStress,Ego-Resilience, Hope,HighSchoolStudent,PsychologicalWellbeing,SchoolPhysicalEducation

Investigation of the Relations between Religious Activities and Subjective Well-being of High School Students

AbstractThis study aims to investigate the relation between participation in religious activities and the subjective well-being of high school students. The study group involves 196 participants, 99 female and 97 male; all of the participants were adolescents attending high school in Eskisehir, Turkey, their ages varying from 14 to 16. The measurement scales used in this study included: Satisfaction with Life, Positive-Negative Affect, and Adolescents' Subjective Well-being Increasing Strategies. The Pearson correlation technique and content analysis method were employed. Though in low levels, quantitative findings show a significant relation between life satisfaction, positive affection, and participation in religious activities. However, no such significant relation could be found for negative affection and participation in religious activities. Qualitative findings show high school students have a better subjective well-being when involved in religious activities, ranging from praying alone to going to mosque on holy days, which helps them discharge religious duties, meets the need for building intimacy with someone, gives them sense of security, instills hope in them, fosters good manners in them, makes them feel rewarded, and helps them cope with stress.Keywords: High school students * Adolescents * Subjective well-being * Participating in religious activitiesIn the modern field of psychology, pathology-based approaches and positive approaches, suggest that cultural factors be taken into account in explaining human behavior (Kaslow, 1996). In consideration of particularly positive psychology, the importance of transferring ethnic, cultural, and religious factors providing positive contributions to the psychological development of high school students. As such, an investigation into the relation between the subjective well-being of high school students and performing their religious duties could make a distinguished contribution to the current literature.Subjective Well-being of High School Students and Strategies towards Increasing their Subjective Well-beingIn recent times, there has been a rise in scientific studies dealing with the subjective well-being of children, particularly the subjective well-being of high school students. As was the case with subjective well-being studies concerning adults, studies involving high school students have been examined based on three vital dimensions: positive affection, negative affection, and satisfaction with life (Diener, 1984; Eryilmaz, 2012).Related studies in the literature have been conducted based upon three significant dimensions, the first of which has looked into the relation between intra-individual features such as personality traits, intelligence, self-esteem, locus of control, and the subjective well-being of high school students (Huebner, 1991; Mcknight, Huebner, & Suldo, 2002). The second one examines the relation between socio-economic features such as age, gender, income, and the subjective well-being of high school students (Huebner, Drane, & Valois, 2000; Huebner, Suldo, Smith, & McKnight, 2004; Jozefiak, Larsson, & Wichstrom, 2009; Karatzias, Chouliara, Power, & Swanson, 2006; McCullough, Huebner, & Laughlin, 2002; Sarakauskiene & Bagdonas, 2010). The third one looks at the relation between variables such as academic contexts, familial relations, and peer relations experienced by high school students and their subjective well-being (Ash & Huebner, 2001; Joronen & Kurki, 2005; Hartup & Stevens, 1997; Park, 2004; Rask, Kurki, & Paavilainen, 2003; Suldo & Huebner, 2004). In addition, high school students' subjective well-being has been considered with respect to subjective well-being increasing (Eryilmaz, 2010, 2012).Tactics used by individuals to raise the level of subjective well-being are known as strategies adopted for enhancing the subjective well-being; this was first initiated by Fordyce (1977; 1983). …

Clusters by Perfectionism, Indecisiveness and Their Difference in Subjective Well-being of High School Students

Clusters by Perfectionism, Indecisiveness and Their Difference in Subjective Well-being of High School Students

The Structural Relationships Among Agency Thinking and Pathways Thinking of Hope, Academic Achievement, and Subjective Well-Being of High School Students

The Structural Relationships Among Agency Thinking and Pathways Thinking of Hope, Academic Achievement, and Subjective Well-Being of High School Students

The Effect of Teaching Critical and Creative Thinking Skills on the Locus of Control and Psychological Well-being in Adolescents

The purpose of this study is to examine the effect of teaching critical and creative thinking skills on the locus of control and psychological well-being in high school students. In an experimental study 40 students that were selected using random multilayer sampling, were divided into test and control groups. On pre-test stage, they responded to locus of control questionnaire of Rotter (1966), and Ryff scale of psychological well-being (1989). The tests were organized in group form. In later stages of research, the test group through 10 educational sessions (20hours) was taught thinking skills (creative and critical) and it is noteworthy that no education was given to a control group. Upon completion of educational sessions, in post- test stage, both test and control groups were tested with California critical thinking skills test B (1990), Abedi creativity inventory (1996) and questionnaires of pre-test. Statistical method of independent t-test showed significant increase in creative thinking and critical thinking in post-test of the experimental group. Furthermore, Multivariate analysis of covariance (MANCOVA) showed a significant increase in internal locus of control and psychological well-being (p < 0.05).

Self-Efficacy as a Predictor of High School Students' Subjective Well-Being

The purpose of this study is to determine whether subjective well-being of high school students is predicted by their academic, social, and emotional self-efficacy. The sample of this study consisted of 311 high school students of whom 64% (n= 199) were girls and 36% (n= 112) were boys. Data were collected by the Self- Efficacy Scale for Children, the Positive and Negative Experience Scale, and the Life Satisfaction Scale and analyzed through multiple regression analysis. Results showed that high school students' academic, social, and emotional self- efficacy explained 19% of variance in their subjective well-being and predicted their subjective well-being. Activities performed by school counselors to increase students' academic, social, and emotional self-efficacy levels are thought to contribute to their subjective well-being.

The Moderating Effect of Ego-Resilience on Parentification and Subjective Well-Being of High School Students

The Moderating Effect of Ego-Resilience on Parentification and Subjective Well-Being of High School Students

PROTOCOL: Systematic Review Protocol: Later School Start Times for Supporting the Education, Health and Well‐being of High School Students

PROTOCOL: Systematic Review Protocol: Later School Start Times for Supporting the Education, Health and Well‐being of High School Students

Social and Physical Contexts of Schools and Neighborhoods: Associations With Physical Activity Among Young People in New Zealand

Objectives. We sought to determine the association between school- and neighborhood-level characteristics and physical activity among young people. Methods. We collected the data as part of Youth’07, a nationally representative survey of the health and well-being of high school students in New Zealand. In total, 9107 students from 96 schools participated (63% response rate). Students answered questions about their schools (e.g., support for physical activity) and neighborhoods (e.g., community cohesion, disintegration, safety, and recreational facilities). We created school-level measures by aggregating the students’ reports within their schools and we created neighborhood-level measures by aggregating the students’ reports of their neighborhoods to the census area unit of their residential address. We conducted analyses by using cross-classified random-effects models controlling for individual variables, with school and neighborhoods treated as random effects. Results. Schools characterized by high sports team participation and neighborhoods characterized by high social connections were positively associated with student physical activity. We observed few other significant characteristics of school and neighborhood environments. Conclusions. Our findings highlight that opportunity for sports participation and strong social connections in neighborhoods are particularly important for youths’ physical activity.

Social and Physical Contexts of Schools and Neighborhoods: Associations With Physical Activity Among Young People in New Zealand

We sought to determine the association between school- and neighborhood-level characteristics and physical activity among young people. We collected the data as part of Youth'07, a nationally representative survey of the health and well-being of high school students in New Zealand. In total, 9107 students from 96 schools participated (63% response rate). Students answered questions about their schools (e.g., support for physical activity) and neighborhoods (e.g., community cohesion, disintegration, safety, and recreational facilities). We created school-level measures by aggregating the students' reports within their schools and we created neighborhood-level measures by aggregating the students' reports of their neighborhoods to the census area unit of their residential address. We conducted analyses by using cross-classified random-effects models controlling for individual variables, with school and neighborhoods treated as random effects. Schools characterized by high sports team participation and neighborhoods characterized by high social connections were positively associated with student physical activity. We observed few other significant characteristics of school and neighborhood environments. Our findings highlight that opportunity for sports participation and strong social connections in neighborhoods are particularly important for youths' physical activity.

A Model of Subjective Well-Being for Adolescents in High School

The aim of this study is to develop and test a subjective well-being model for adolescents in high school. A total of 255 adolescents in high school (131 female and 124 male) participated in this study. Data was collected by using the general needs satisfaction questionnaire, questionnaire for the strategies to increase subjective well-being, life satisfaction questionnaire and positive and negative affects questionnaire. The structural equation modelling method was used for analysis of the data. The results of the analysis showed that in the original model, the individual variables and the total effect of variables were directly and indirectly related to subjective well being of adolescents in high school. The direct and indirect effects of the independent variables to subjective well-being were found significant. The findings suggest that to enhance the subjective well-being of high school students, a combination of strategies and satisfaction of needs is essential.