scholarly journals Examining of leisure time participation, psychological well-being and leisure negotiation of university studentsSerbest zaman katılımı, psikolojik iyi olma ve serbest zaman engelleri ile baş etme stratejilerinin üniversite öğrencileri üzerinde incelenmesi

2016 ◽  
Vol 13 (2) ◽  
pp. 3293 ◽  
Author(s):  
Ahmet Ali Karaca ◽  
Tennur Yerlisu Lapa
Keyword(s):  
University Students ◽  
Leisure Time ◽  
Leisure Activities ◽  
Rank Correlation ◽  
Well Being ◽  
Psychological Well Being ◽  
Exercise Participation ◽  
Negotiation Strategies ◽  
Spearman’S Rank Correlation ◽  
Significant Difference

The aim of this study is to determine whether psychological well-being statuses of university students according to their genders, their leisure negotiation strategies and their leisure exercise participation have been differentiated or not and detect the relationship between psychological well-being, leisure negotiation strategies and leisure activities participation of students. Sample of the study consisted of 400 female and 400 male making 800 students at total. As data collection tool in the study was used Leisure Time Exercise Questionnaire, Psychological well- being scales and Leisure Negotiation Scale.  Mann-Whitney U test was used with the purpose of identifying difference, Pearson product–moment and Spearman’s rank correlation coefficient was used for correlation in the study. Consequently, psychological well-being of students shows positive linear relationship with both leisure negotiation strategies and leisure exercise participations. While psychological well-being statutes of students and leisure exercise participations show significant difference with respect their genders, leisure negotiation strategies do not. According to these results, while psychological well-being of females is higher, leisure exercise participations are lower with respect to males. ÖzetBu araştırmanın amacı; üniversite öğrencilerinin cinsiyetlerine göre psikolojik iyi olma durumlarının, serbest zaman engelleriyle baş etme stratejilerinin ve serbest zaman egzersiz katılımlarının farklılaşıp farklılaşmadığını tespit etmek ve öğrencilerin psikolojik iyi olma durumlarının, serbest zaman engelleriyle baş etme stratejileri ve serbest zaman egzersiz katılımları ile ilişkisini saptamaya yöneliktir. Araştırmanın örneklemini 400 kadın, 400 erkek toplam 800 öğrenci oluşturmaktadır. Araştırmada veri toplama aracı olarak; Serbest Zaman Egzersiz Anketi, Psikolojik İyi Olma Ölçekleri ve Serbest Zaman Engelleri ile Baş Etme Stratejileri Ölçeği kullanılmıştır. Araştırmada farklılığı tespit etmek amacıyla Mann-Whitney U testi, korelasyon için Pearson çarpım-moment ve Spearman'ın sıralama korelasyon katsayıları kullanılmıştır. Sonuç olarak; öğrencilerin psikolojik iyi olma durumları serbest zaman engelleriyle baş etme stratejileri ve serbest zaman egzersiz katılımlarıyla pozitif doğrusal yönde ilişki göstermektedir. Cinsiyetlerine göre psikolojik iyi olma durumları ve serbest zaman egzersizine katılımları anlamlı farklılık gösterirken, serbest zaman engelleriyle baş etme stratejileri farklılık göstermemektedir. Buna göre; kadınların psikolojik iyi olma durumları daha yüksek iken serbest zaman egzersiz katılımları erkeklere göre daha düşüktür.

Leisure-Time Physical Activity and Psychological Well-Being in University Students

2011 ◽  
Vol 109 (2) ◽  
pp. 453-460 ◽  
Author(s):  
J. Molina-García ◽  
I. Castillo ◽  
A. Queralt
Keyword(s):  
Physical Activity ◽  
University Students ◽  
Leisure Time ◽  
Leisure Time Physical Activity ◽  
Well Being ◽  
Self Esteem ◽  
Subjective Vitality ◽  
Psychological Well Being ◽  
Activity Groups ◽  
Very High

An analysis of psychological well-being (self-esteem and subjective vitality) of 639 Spanish university students was performed, while accounting for the amount of leisure-time physical activity. The Spanish versions of the Rosenberg Self-Esteem Scale and Subjective Vitality Scale were employed. Participants were divided into four groups (Low, Moderate, High, and Very high) depending on estimation of energy expenditure in leisure-time physical activity. Men and women having higher physical activity rated higher mean subjective vitality; however, differences in self-esteem were observed only in men, specifically between Very high and the other physical activity groups.

scholarly journals PSYCHOLOGICAL WELL-BEING OF TEACHER’S PERSONALITY IN RELATION TO THEIR EMOTIONAL AND BEHAVIORAL QUALITIES ON THE EXAMPLE OF CLASS TEACHERS

2021 ◽  
Vol 15 (1) ◽  
pp. 99-111
Author(s):  
L. B. Kozmina ◽  
Keyword(s):  
Psychological Health ◽  
Rank Correlation ◽  
Statistical Processing ◽  
Well Being ◽  
Data Interpretation ◽  
Data Representation ◽  
Psychological Well Being ◽  
Spearman’S Rank Correlation ◽  
Class Management ◽  
Emotional Burnout

Introduction. The paper is devoted to the research of the psychological well-being of class teachers, their emotional and behavioral qualities, and the relationships between them. Materials and methods. The paper presents the findings indicating the psychological well-being, assertiveness, and emotional burnout of teachers (n=38) who carry out class management in a comprehensive school. The research methods are the questionnaire of the Ryff Scale of psychological well-being adapted by T.D. Shevelenkov, and P.P. Fesenko; Sheynov’s Test “Assertiveness of personality”; “Diagnostics of emotional burnout of personality” by V.V. Boyko; methods of graphical data representation, mathematical and statistical processing, and data interpretation at the level of significance p=0.05 (Spearman’s rank correlation coefficient). The results of the study. The study has identified and generalized the psychological and emotional well-being indices and criteria and assertiveness of teachers’ behavior (criterion is the level of the studied qualities); and determined the features of the correlation between these indices. The role of teacher’s psychological well-being and assertiveness in the prevention of emotional burnout is determined. Conclusion. The study fills the gaps in the knowledge about the relationship between the psychological well-being of teachers and their emotional and behavioral characteristics and the risk of emotional burnout. The prospects for further development of the topic are related to the directions of psychological, pedagogical, and methodological support to be determined to optimize the psychological well-being and assertiveness of class teachers. Keywords: assertiveness, class management, teacher’s personality, school, psychological well-being, psychological health, emotional burnout

A Study of the Relationships between Nursing Students’ Meanings of Life, Positive Beliefs, and Well-Being

2018 ◽  
Vol 3 (01) ◽  
Author(s):  
Fu-Ju Tsai ◽  
Cheng-Yu Chen ◽  
Gwo-Liang Yeh ◽  
Yih-Jin Hu ◽  
Chie-Chien Tseng ◽  
...  
Keyword(s):  
Health Promotion ◽  
Nursing Students ◽  
Analysis Of Variance ◽  
Rank Correlation ◽  
Meaning Of Life ◽  
Well Being ◽  
Social Health ◽  
Cross Sectional ◽  
Nursing Educators ◽  
Spearman’S Rank Correlation

Background: Nursing educators should train nursing students to pursue physical, psychological, spiritual, and social health promotion. The purpose of this study was to explore relationships between nursing students’ meaning of life, positive beliefs, and well-being. Methods: A cross-sectional correlational study with a quantitative approach was adopted. Purposive sampling was used. A total of 170 nursing students voluntarily participated in this study. A 56-item questionnaire was used to examine nursing students’ meaning of life (1-25 items), positive beliefs (1-11 items), and well-being (1-20 items). The content validity index (CVI) of the study questionnaire was established as 0.95 by seven expert scholars. The reliability values for the three parts of the measure were as follows: meaning of life, Cronbach’s α 0.96; positive beliefs, Cronbach’s α 0.93; and well-being, Cronbach’s α 0.95. Percentages, frequencies, means, SDs, Kruskal-Wallis one-way analysis of variance by rank, Spearman’s rank correlation, one-way analysis of variance, Spearman’s rho correlation, and regression analysis were used for the data analysis. Results: Nursing students had the following mean scores: meaning of life with 4.02 (SD 0.56); positive beliefs with 3.92 (SD 0.62); and well-being with 3.95 (SD 0.57). The results indicate that for all nursing students, meaning of life was positively correlated with positive beliefs, r=0.83 (P<.01); similarly, all nursing students had positive beliefs that were positively correlated with meaning of life, r=0.83 (P<.01). In the results of the study, the nursing students’ background, meaning of life and positive beliefs explained 63% of the variance in well-being (Adjusted R2 squared =0.63, F=33.41, P<.001). Conclusions: Nursing students’ sense of meaning of life and positive beliefs may impact their well-being. Therefore, nursing educators can promote meaning of life and positive beliefs to nursing students as a way to increase their well-being for physical, psychological, spiritual, and social health promotion.

Variation terminologique en francophonie. Élaboration d’un modèle d’analyse des facteurs d’implantation terminologique

2017 ◽  
Author(s):  
◽  
Minchai Kim
Keyword(s):  
Correlation Analysis ◽  
Statistical Tests ◽  
Rank Correlation ◽  
Decisive Role ◽  
European Countries ◽  
French Language ◽  
Hypothetical Model ◽  
Moderator Variables ◽  
Spearman’S Rank Correlation ◽  
Significant Difference

Our research aims to elucidate the factors that influence the terminological implantation of a term by proposing a new typology of those factors with a method revealing how their mechanism causes terminological variation in French-language ICT. We accomplish this through an analysis of four Francophone communities: France, Quebec, Belgium, and Switzerland. After establishing a new typology, which encompasses the terminological, socio-terminological, psycho-terminological, and extra-terminological factors, we propose a hypothetical model of their mechanism by introducing three statistical concepts—dependent, independent, and moderator variables—to elucidate these factors’ relationships. We verify our model in two steps. First, for the analysis of terminological and socio- terminological factors, we examine the relations between each factor and terminological implantation of 256 French ICT terms. For this, we begin by coding the terms according to a criterion established for each factor. We then carry out a correlation analysis with Spearman’s rank correlation. Second, we analyse the psycho-terminological and extra-terminological factors with statistical tests on the answers to our questionnaire, which show significant differences between these four linguistic communities. Our analysis confirms a significant difference between the three European countries and Quebec in the mechanism of the terminological implantation factors and we conclude that the psycho-terminological and extra-terminological factors play a decisive role in this difference, which we identify as diatopic.

Examining the role of passion in university students’ academic emotions, self-regulated learning and well-being

2021 ◽  
pp. 147797142110373
Author(s):  
Anna Sverdlik ◽  
Sonia Rahimi ◽  
Robert J Vallerand
Keyword(s):  
University Students ◽  
Adult Students ◽  
Self Regulation ◽  
Well Being ◽  
Future Research ◽  
Academic Emotions ◽  
Psychological Well Being ◽  
Self Regulated Learning ◽  
Regulated Learning

University students’ passion for their studies has been previously demonstrated to be important for both their academic performance and their personal well-being. However, no studies to date have explored the role of passion for one’s studies on both academic and personal outcomes in a single model. The present research sought to determine the role of passion in adult university students’ self-regulated learning and psychological well-being (Study 1), as well as the process by which passion shapes these outcomes, namely academic emotions, in Study 2. It was hypothesised that harmonious passion would positively predict both self-regulated learning and psychological well-being in Study 1. Furthermore, the mediating role of academic emotions between passion and outcomes was tested using a prospective design over time in Study 2. Results provided support for the proposed model. Implications for future research and practice focusing on the role of passion in facilitating adaptive emotions, use of self-regulation and well-being in adult students are discussed.

Creativity and Intelligence: Research Implications for Equal Emphasis in High School

1970 ◽  
Vol 36 (8) ◽  
pp. 565-569 ◽  
Author(s):  
Vernon J. Damm
Keyword(s):  
High School ◽  
High School Students ◽  
Well Being ◽  
Educational Systems ◽  
School Students ◽  
Psychological Well Being ◽  
Significant Difference ◽  
Self Actualization ◽  
Creative Abilities

The possible relationships among creativity, intelligence, and self actualization were examined in 208 high school students to determine whether or not consistent self actualization scores existed for subjects high in the first two variables. Students high in both creativity and intelligence had significantly higher scores in self actualization than those obtained by students high in either creativity or intelligence. No significant difference in self actualization was found between students high in creativity only and those high in intelligence only. The results were interpreted as indicating that educational systems should stress both intellectual and creative abilities to achieve the highest level of psychological well being in students.

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