scholarly journals Life Satisfaction in Adolescents: The Role of Individual and Social Health Assets

2018 ◽  
Vol 21 ◽  
Author(s):  
Luis Calmeiro ◽  
Inês Camacho ◽  
Margarida Gaspar de Matos
Keyword(s):  
Academic Achievement ◽  
Life Satisfaction ◽  
Regression Analysis ◽  
Social Competence ◽  
Family Support ◽  
School Connectedness ◽  
Self Regulation ◽  
Well Being ◽  
Social Health ◽  
Health Assets

AbstractThe aim of this study is to explore the relationship between adolescents’ life satisfaction and individual and social health assets. A nationally representative sample of 3,494 Portuguese adolescents (mean age = 14.94 ± 1.30 years; 53.6% girls) completed the Health Behavior in School-aged Children survey measuring a variety of health behaviors and beliefs. A sequential regression analysis was conducted with gender, individual assets (academic achievement, social competence, self-regulation and life objectives) and social assets (family support, peer support, parental monitoring and school connectedness) entered in separate steps. A second regression analysis was conducted with social assets entered before individual assets. The final model explained 18.3% of life satisfaction. School connectedness (β = .198, p < .001) and family support (β = .154, p < .001) were the strongest predictors of adolescents’ life satisfaction followed by social competence (β = .152, p < .001), academic achievement (β = .116, p < .001) and self-regulation (β = .064, p < .001). Social assets explained a larger variance of life satisfaction than individual assets when entered first in the regression (r2 = .134 and r2 = .119, respectively, p < .001). When entered last step in the regression analysis, social assets added more to life satisfaction’s variance than when individual assets were added in the last step (r2 = .060 and r2 = .045, respectively, p < .001). These results reinforce the role social interaction and social capital models in the promotion of well-being.

scholarly journals Specifics of relationship between conscious self-regulation, subjective well-being, and academic achievement of primary schoolchildren

2019 ◽  
Vol 12 (3) ◽  
pp. 164-175
Author(s):  
T.G. Fomina ◽  
V.I. Morosanova
Keyword(s):  
Academic Achievement ◽  
Life Satisfaction ◽  
Academic Performance ◽  
Self Regulation ◽  
Well Being ◽  
Reciprocal Relationship ◽  
Educational Activity ◽  
Learning Activity ◽  
Subjective Well Being ◽  
Primary Schoolchildren

The article delivers results of an empirical study aimed at revealing specific relationship between conscious self-regulation of educational activity, subjective well-being, and academic performance of the younger schoolchildren (N = 156). Diagnostics included assessment of the regulatory processes, intrapersonal-regulatory features (“Self-regulation of the Learning Activity Questionnaire”, Morosanova, 2015) and certain aspects of the students’ life satisfaction (“Multidimensional Children’s Life Satisfaction Scale”, Sytchev et al. , 2018) as well as collecting data on their academic performance. It was found that schoolchildren’ subjective well-being level has closer ties with their level of conscious self-regulation development than with academic performance indicators. The data analysis has also confirmed the reciprocal relationship between subjective well-being and academic achievement in primary schoolchildren. Structural modeling allowed for evaluating the models of cause-effect relationships between the learning activity self-regulation, school well-being, and academic performance in primary school age. It is shown that indicators of self-regulation and subjective well-being explain a greater percentage of the variance in the students’ academic achievement than self-regulation and achievement — in the variance of subjective well-being in the primary schoolchildren.

MOTIVASI BELAJAR DITINJAU DARI DUKUNGAN KELUARGA DAN SCHOOL WELL-BEING

2021 ◽  
Vol 6 (2) ◽  
pp. 54-61
Author(s):  
Nur Ainy Sadijah
Keyword(s):  
Regression Analysis ◽  
Family Support ◽  
Sampling Method ◽  
Well Being ◽  
Learning Motivation ◽  
High Learning ◽  
Probability Sampling ◽  
Sense Of Security ◽  
The Family

The role of the family has the influence to overcome all obstacles both from internal and external students in realizing all the ideals and hopes. Family support can increase learning motivation, sense of security and attention of students who are still in school. The form of family expression through empathy and acceptance helps students with enthusiasm to manifest individual enthusiasm in the learning process. High learning motivation is also caused by school well-being which is used by school institutions to understand all the basic needs for students and hope that individuals feel satisfaction, well-being and comfort in school with all the processes so as to reduce low learning motivation, this makes students feel prosperous, happy, happy in studying at school. This study aims to determine the effect of family support and school well-being on learning motivation in students of SMP Negeri 1 Telukjambe Timur Karawang. The number of samples used was 205 students of SMP Negeri 1 grades 7 and 8 East Telukjambe using probability sampling method. Based on the multiple regression analysis test that there is an influence between family support and school well-being on the learning motivation of students of SMP Negeri 1 Telukjambe Timur Karawang grades 7 and 8 with a Sign value. 0.000 <0.005, which means that family support and school well-being affect students' learning motivation by 23.1%. Keywords: Learning motivation, family support, school well-being Peran keluarga memiliki pengaruh untuk mengatasi segala rintangan baik dari internal maupun ekternal siswa dalam mewujudkan semua cita-cita dan harapan. Dukungan keluarga mampu meningkatkan motivasi belajar, rasa aman dan perhatian siswa yang masih duduk dibangku sekolah. Bentuk ungkapan keluarga melalui empati dan penerimaan membantu siswa dengan semangat untuk mewujudkan semangat individu dalam proses belajarnya. Motivasi belajar yang tinggi juga di sebabkan oleh school well-being yang, dijadikan oleh institusi sekolah untuk memahami segala kebutuhan mendasar bagi siswa dan berharap individu merasakan kepuasan, kesejahteraan dan kenyamanan di sekolah dengan segala prosesnya sehingga mengurangi rendahnya motivasi belajar hal ini membuat siswa merasa sejahtera, senang, bahagia di dalam menuntut ilmu di sekolah. penelitian ini bertujuan untuk mengetahui pengaruh dukungan keluarga dan school well-being terhadap motivasi belajar pada siswa SMP Negeri 1 Telukjambe Timur Karawang. Jumlah sampel yang digunakan 205 siswa SMP Negeri 1 kelas 7 dan 8 Telukjambe Timur dengan menggunakan metode probability sampling. Berdasarkan uji analisis regresi berganda bahwa terdapat pengaruh antara dukungan keluarga dan school well-being terhadap motivasi belajar siswa SMP Negeri 1 Telukjambe Timur Karawang kelas 7 dan 8 dengan nilai Sign. 0,000 < 0,005 yang artinya dukungan keluarga dan school well-being mempengaruhi motivasi belajar siswa sebesar 23.1%. Kata Kunci: Motivasi belajar, dukungan keluarga, school well-being

scholarly journals Emotional Intelligence: Continuing Controversies and Unresolved Issues

2017 ◽  
Vol 4 ◽  
pp. 12-24
Author(s):  
Hassan Mohebbi ◽  
Christine Coombe ◽  
Robert Kirkpatrick
Keyword(s):  
Mental Health ◽  
Academic Achievement ◽  
Life Satisfaction ◽  
Emotional Intelligence ◽  
Significant Relationship ◽  
Potential Role ◽  
Well Being ◽  
Future Research ◽  
Emotional Information ◽  
Occupational Success

Emotional Intelligence (EI), defined as the “capacity to process emotional information accurately and efficiently” (Mayer & Salovey, 1995), has recently become one of the most discussed issues in different fields. There has been a great deal of discussion both for and against its potential role in education. In fact, it is argued that there is a significant relationship between EI and success in various aspects of life, including life satisfaction, mental health, self-efficacy, psychological well-being, occupational success, and academic achievement. However, there is a gap with regard to EI and its potential role and application in various fields and contexts. The intention of this paper is to stimulate debate and encourage further research about EI through discussing its definitions, constituents, theoretical framework, measurements, and the criticisms leveled against its alleged unfulfilled promise. Furthermore, we elaborate thoroughly on the directions for future research in this field of study.

scholarly journals The Relationship Between Self-Esteem, Self-Efficacy, Family and Life Satisfaction, Loneliness and Academic Achievement During Adolescence / Odnos između samopoštovanja, samoučinkovitosti, zadovoljstva s obitelji i životom, usamljenosti i akademskoga postignuća tijekom adolescencije

2021 ◽  
Vol 23 ◽  
Author(s):  
Ina Reić Ercegovac ◽  
Toni Maglica ◽  
Maja Ljubetić
Keyword(s):  
Academic Achievement ◽  
Life Satisfaction ◽  
Self Efficacy ◽  
Short Form ◽  
Well Being ◽  
Self Esteem ◽  
Efficacy Beliefs ◽  
Female Adolescents ◽  
The Relationship ◽  
Academic Self Efficacy

This study aimed to explore the relationship between self-esteem, self-efficacy, family and life satisfaction, loneliness and academic achievement during adolescence. A total of 180 male and 301 female adolescents aged 10 to 17 (M=12.45 years, SD=2.66), from two primary and two secondary schools from the city of Split, participated in the study. To achieve the research goal, we administered the general data questionnaire, Self-Efficacy Questionnaire for Children and Adolescents (Vulić Prtorić Sorić, 2006), Family Satisfaction Scale (Vulić Prtorić, 2004), the short-form UCLA Loneliness Scale (Russell, 1996), and the Rosenberg Self-Esteem Scale (Rosenberg, 1965). The results indicated that female adolescents performed better in Croatian than male adolescents, who in turn assessed themselves as being more emotionally efficient than female adolescents. Regarding age, preadolescents were more satisfied, performed better academically, and exhibited higher levels of academic self-efficacy and self-esteem than older adolescents. The results of the regression analysis showed that higher academic self-efficacy and lower emotional self-efficacy were the strongest predictors of academic achievement. Research findings suggest that higher self-esteem and self-efficacy beliefs in all domains could have a protective role in well-being of adolescents and, finally, they point to the importance of developing high self-efficacy beliefs, especially academic ones, for academic achievement.Key words: academic achievement; adolescence; self-concept; satisfaction, loneliness---Ovim istraživanjem nastojalo se ispitati odnos između samopoštovanja, samoučinkovitosti, zadovoljstva s obitelji i životom, usamljenosti i akademskoga postignuća tijekom adolescencije. U istraživanju je sudjelovalo ukupno 180 adolescenata i 301 adolescentica u dobi od 10 do 17 godina (M = 12,45 godina, SD = 2,66), iz dvije osnovne i dvije srednje škole iz Splita. Kako bismo ostvarili cilj istraživanja, koristili smo sljedeće instrumente: Upitnik općih podataka, Upitnik samoučinkovitosti djece i adolescenata (Vulić Prtorić i Sorić, 2006), Skalu obiteljskoga zadovoljstva (Vulić Prtorić, 2004), kratki oblik Skale usamljenosti Sveučilišta u Kaliforniji (UCLA) (Russell, 1996) i Opću skalu samopoštovanja (Rosenberg, 1965). Rezultati pokazuju da su adolescentice bolje u Hrvatskom jeziku od adolescenata, koji su procijenili da su emocionalno učinkovitiji od ženskih adolescenata. S obzirom na dob, predadolescenti bili su zadovoljniji, imali bolju akademsku izvedbu i pokazivali više razine akademske samoučinkovitosti nego stariji adolescenti. Rezultati regresijske analize naglasili su višu akademsku samoučinkovitost i nižu emocionalnu samoučinkovitost kao najsnažnije prediktore akademskoga postignuća. Rezultati istraživanja pokazuju da više samopoštovanje i viša uvjerenja u samoučinkovitost u svim domenama mogu očuvati dobrobit adolescenata. Osim toga, rezultati ukazuju na važnost razvijanja snažnih uvjerenja u samoučinkovitost, posebno akademsku, za akademsko postignuće.Ključne riječi: adolescencija; akademsko postignuće; samopoimanje; usamljenost; zadovoljstvo

Correlates of Changes in Desired Control Scores and in Life Satisfaction Scores among Elderly Persons

1983 ◽  
Vol 16 (2) ◽  
pp. 135-146 ◽  
Author(s):  
Michael Ziegler ◽  
David W. Reid
Keyword(s):  
Life Satisfaction ◽  
Regression Analysis ◽  
Well Being ◽  
Activity Level ◽  
Elderly Persons ◽  
Initial Activity ◽  
Psychomotor Speed ◽  
Control Activity ◽  
Apartment Complex ◽  
Initial Measure

This report describes the correlates of Life Satisfaction and Desired Control among seventy-nine elderly residents, with an average age of seventy-eight, of a partial-support apartment complex. The residents were assessed at three points in time: shortly after moving into the building, six months later, and after a total of eighteen months. Both Life Satisfaction and Desired Control (a measure of the extent to which a person reports control over desired outcomes) are intercorrelated and related to other indices of psychological well-being at all three points in time. Cross-lag correlations also indicate an enduring relationship between Life Satisfaction, Desired Control, Activity, and Rated Vitality. A residual regression analysis employing hierarchical procedures for evaluating significance of added variance yielded only one predictor of changes in Life Satisfaction: an initial measure of psychomotor speed. The residual regression analysis yielded one predictor of changes-fin Desired Control — initial activity level.]

scholarly journals Influence of Self-Regulation and Social Competence on Academic Achievement of Lower Primary School Pupils in Osun State, Nigeria

2019 ◽  
pp. 143-150
Author(s):  
Ekpenyong B. E. ◽  
V. O. Adediran ◽  
B. A. Adeyemi
Keyword(s):  
Academic Achievement ◽  
Social Competence ◽  
Primary School ◽  
Random Sampling ◽  
Primary Schools ◽  
Rating Scale ◽  
Self Regulation ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Primary School Pupils

This study determined the prevalence of se1f regulatory skills (behavioural, emotional,verbal) and assessed the level of social competence of primary school pupils in Osun State. The study further examined the influence of self-regulatory skills and social competence on primary school pupils’ academic achievement. These were with a view to providing information on the association between Self-regulation and Social Competence in relation to lower Primary School Pupils’ academic achievement in Osun State Nigeria. The study adopted the correlational survey research design. The population for the study comprised primary III pupils in Osun State. Sample size consisted of 418 Primary III pupils selected using the multistage sampling procedure. Firstly, from the three Senatorial districts in Osun State, nine Local Government Areas (LGAs) were selected using simple random sampling technique (three from each senatorial district). Secondly, in each LGA, two primary schools were selected using simple random sampling technique. Thirdly, eighteen intact classes of primary Ill pupils were selected from each of the selected schools using the simple random sampling technique.The three instruments used for this study were: Sell-Regulation Observation Scale (SROS) Teachers Rating Scale (TRS); and Pupils’ Achievement Test (PAT). Data was analyzed using percentage and chi-square. The results showed that the level of primary school pupils’ behavioural self-regulatory skill was low (30%), emotional self-regulatory skill was at average (43%) while the verbal self-regulatory skill was low (27%). Overall, the level of self-regulatory skills of primary school pupils’ was low (39%). The results also indicated that the level of’ manifestation of social competence was high (64%). Results further showed that there was a statistically significant influence of self-regulatory skills and social competence on primary school pupils’ academic achievement (x2= 873.532, p<0.05). The study concluded that whilst Self-regulatory skill contributed little to pupils‘ academic achievement, Social Competence greatly influenced primary school pupils’ academic achievement in Osun State.

scholarly journals Gender score development in a retrospective approach in the Berlin Aging Study II

2019 ◽  
Author(s):  
A. Tauseef Nauman ◽  
Hassan Behlouli ◽  
Nicholas Alexander ◽  
Friederike Kendel ◽  
Johanna Drewelies ◽  
...  
Keyword(s):  
Life Satisfaction ◽  
Logistic Regression ◽  
Regression Analysis ◽  
Chronic Stress ◽  
Risk Taking ◽  
Well Being ◽  
Primary Component ◽  
Biological Sex ◽  
Aging Study ◽  
Linear Regressions

AbstractIn addition to biological sex, gender, the sociocultural dimension of being a woman or a man, plays a central role in health. However, there are so far no approaches to quantify gender in a retrospective manner in existing study datasets. We therefore aimed to develop a methodology that can be retrospectively applied to assess gender in existing cohorts. We used baseline data from the Berlin Aging Study II (BASE-II), obtained in 2009-2014 from 1869 participants aged 60 years and older. We identified 13 gender related variables and used them to construct a gender score (GS) by primary component and logistic regression analysis. Of these, 9 variables contributed to a gender score: chronic stress, marital status, risk taking behavior, agreeableness, neuroticism, extraversion, loneliness, conscientiousness, and education. GS differed significantly between females and males as defined by sex. Next, we calculated linear regressions to investigate associations between sex, GS, and selected biological and well-being variables. Sex, but not GS was significantly associated with LDL-C and TC. GS, but not sex, was significantly associated with cortisol levels, CES-depression, negative affect, life satisfaction. Thus, we were able to develop a GS in a retrospective manner from available study variables that characterized women and men in addition to biological sex. This approach will allow us to introduce the notion of gender retrospectively into a large number of studies.

scholarly journals High School Pupils’ Academic Achievement, Self-regulation (Locomotion and Assessment), and Psychological Well-Being

2014 ◽  
Author(s):  
Danilo Garcia ◽  
Alexander Jimmefors ◽  
Lillemor Adrianson ◽  
Fariba Mousavi ◽  
Patricia Rosenberg ◽  
...  
Keyword(s):  
High School ◽  
Academic Achievement ◽  
Personal Growth ◽  
Self Regulation ◽  
Well Being ◽  
The Self ◽  
Psychological Well Being ◽  
Environmental Mastery ◽  
Self Acceptance ◽  
Final Grades

Background: Education plays an important role on a personal level because it is related to personal control, a healthy lifestyle, greater income, employment, interpersonal relations, and social support (Mirowsky & Ross, 2003). Self-regulation is the procedure implemented by an individual striving to reach a goal and consists of two inter-related strategies: (1) the identification of the desired out-come and the appraisal of procedures to reach the desired goal (i.e., assessment), and (2) the selection between available approaches to reach the goal and the commitment to the chosen approaches until the goal is reached (i.e., locomotion) (Kruglanski et al, 2000). Self-regulation plays an essential role in academic achievement (Kruglanski et al 1994, 2000). Psychological well-being is a multi-faceted concept composed of six different intra-personal characteristics that describe the fully functional individual (Ryff, 1989). These factors are: positive relationships with others, self-acceptance, environmental mastery, autonomy, purpose in life, and personal growth. We aimed to study the relationship between academic achievement and self-regulation and psychological well-being in Swedish high school pupils. Method: Participants were 160 Swedish high school pupils (111 boys and 49 girls) with an age mean of 17.74 (sd = 1.29). We used the Assessment and Locomotion Scales (Kruglanski et al., 2000) to measure self-regulation and Ryff’s Psychological Well-Being Scales short version (Clark et al., 2001) to measure well-being. Academic achievement was operationalized through pupils’ final grades in Swedish, Mathematics, English, and Physical Education. The courses take place during either one or two semesters and the grading scale ranges from F = fail to A = pass with distinction. Results: Final grades in Swedish were positively related to two psychological well-being scales: self-acceptance and personal growth; and to the self-regulation strategy of assessment. Final grades in Mathematics were positively related to three psychological well-being scales: self-acceptance, autonomy, and personal growth; and also to assessment. Final grades in English were positively related to one psychological well-being scale: personal growth; and also to assessment. Final grades in Physical Education were positively related to four psychological well-being scales: environmental mastery, self-acceptance, autonomy, and personal growth; and also to the self-regulation strategy of locomotion. Conclusions: A profile consisting of assessment orientation combined with self-acceptance and personal growth leads to the best study results. This understanding is important when supporting pupils in achieving the best possible results in school and thus lay the formation for a continued successful life.

scholarly journals Regret, Self-regulatory Abilities, and Well-Being: Their Intricate Relationships

2021 ◽  
Author(s):  
Jelle J. Sijtsema ◽  
Marcel Zeelenberg ◽  
Siegwart M. Lindenberg
Keyword(s):  
Life Satisfaction ◽  
Self Regulation ◽  
Well Being ◽  
Negative Association ◽  
Reflective Function ◽  
Replication Sample ◽  
Frequent Episodes ◽  
Lower Life Satisfaction

AbstractEmotions, like regret, have been heralded as instruments of self-regulation, by instigating reflection, learning and feedback for betterment and thus increasing well-being. Yet, this view neglects taking the frequency of regret into consideration. Frequently experiencing regret may instead be a sign of repeatedly failing to achieve betterment. Previous work has shown that people who experience regret often have lower life satisfaction. We suggest that, by itself, the reflective function of regret is not enough to lead to betterment. Rather, in addition to regret, self-regulatory abilities are needed. In the absence of these abilities, the reflective function of regret does not turn off but is likely to lead to frequent episodes of regret and turn into counter-productive rumination, reducing rather than increasing well-being. We tested these possibilities in two studies. In Study 1, reports were administered about regret frequency, self-regulatory abilities, and life satisfaction in 388 US adults (54.6% males; Mage = 35, SD = 10). In the preregistered Study 2, the same instruments were administered in a replication sample of 470 British adults (22.1% males; Mage = 36, SD = 12). In both studies, low self-regulatory abilities were associated with higher regret frequency, which in turn, was associated with poorer life satisfaction. Moreover, in both studies, the negative association between regret frequency and life satisfaction was explained by ruminative brooding styles. In sum, the positive reflective function of regret for well-being cannot stand alone, but needs self-regulatory abilities. Without these abilities, regret experience is frequent and its reflective function turns into brooding rumination that negatively affects well-being.

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