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

2014 ◽  
Vol 15 (6) ◽  
pp. 2361-2378
Author(s):  
Kim Bong-Whan ◽  
김수정
Keyword(s):  
High School ◽  
High School Students ◽  
Well Being ◽  
Subjective Well Being ◽  
School Students

Positive Family Environment, General Distress, Subjective Well-Being, and Academic Engagement among High School Students Before and During the COVID-19 Outbreak

2021 ◽  
pp. 014303432110664
Author(s):  
José Concepción Gaxiola Romero ◽  
Antonio Pineda Domínguez ◽  
Eunice Gaxiola Villa ◽  
Sandybell González Lugo
Keyword(s):  
High School ◽  
High School Students ◽  
Family Environment ◽  
Academic Engagement ◽  
Well Being ◽  
Family Interactions ◽  
Subjective Well Being ◽  
School Students ◽  
General Distress ◽  
The Impact

The COVID-19 pandemic has altered the family dynamics of most people worldwide as well as the mode in which students take classes. The impact of such changes on students’ well-being, academic engagement, and general distress remains unknown. Therefore, this study aims to test the structural relations among positive family environment (a measure of Positive Home-Based Parent Involvement [HBI]), subjective well-being (SWB), general distress, and academic engagement, focusing on Mexican high school students. A longitudinal study was conducted covering two time points: before (T1) and during (T2) the COVID-19 outbreak. A sample of 502 students answered questionnaires in T1 whereas 111 did so in T2. Analyses were conducted using Mplus software. Principal results showed that the positive and significant association between positive family environment and SWB did not substantially change from T1 to T2, whereas the relation between positive family environment and academic engagement became stronger. Data revealed that a positive family environment can play an important role in promoting academic engagement among adolescent students despite the risks brought about by sanitary lockdowns and the increase of family interactions. Results are discussed highlighting the importance of positive family environments and HBI on academic outcomes for Mexican high school students.

scholarly journals Effects of Achievement Goal Orientation Types on Subjective Well-being

2020 ◽  
Vol 3 (2) ◽  
pp. 65
Author(s):  
Tasya Nafasya Putri ◽  
Airin Yustikarini Saleh
Keyword(s):  
High School ◽  
High School Students ◽  
Goal Orientation ◽  
Linear Regression Analysis ◽  
Well Being ◽  
Achievement Goal ◽  
Achievement Goal Orientation ◽  
Subjective Well Being ◽  
School Students ◽  
Avoidance Goal

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. 

scholarly journals The Adaptation of a Brief Adolescent Subjective Well-Being in School Scale (BASWBSS), the Student Subjective Well-Being Scale in the Indonesian Context [Adaptasi BASWBSS, Skala Kesejahteraan Subjektif Siswa dalam Konteks Indonesia]

2021 ◽  
Vol 36 (2) ◽  
pp. 184-203
Author(s):  
Wuri Prasetyawati ◽  
Tjut Rifameutia ◽  
Robyn Gillies ◽  
Peter Newcombe
Keyword(s):  
Mental Health ◽  
High School ◽  
High School Students ◽  
Well Being ◽  
First Year ◽  
Reliability Testing ◽  
Subjective Well Being ◽  
School Students ◽  
Validity Testing ◽  
First Year University

Well-being is an indicator of students’ happiness in school. There is currently a need to identify students’ well-being in order to know the conditions of students’ mental health and their levels of contentment in school. The existing instruments of student well-being in Indonesia have numerous items, which can impact the participants’ behavior in filling out the questionnaires. Therefore, there was a need for a shorter version of the instruments. This research focused on the adaption of the Brief Adolescent Subjective Well-Being in School Scale (BASWBSS), an instrument for subjective well-being with only eight items and was previously developed by Tian, Wang, and Huebner (2015) among high school students in China. A total of 235 Indonesian students, both high school and first-year university students were the participants in this study. Reliability testing using internal consistency, while construct and criterion validity testing was implemented to test this scale's psychometric properties in the Indonesian context. The result of this study indicated that the adaptation of Brief Adolescent Subjective Well-Being in School Scale (BASWBSS) was valid and reliable for Indonesian students. Kesejahteraan merupakan indikator kebahagiaan siswa di sekolah. Saat ini, terdapat kebutuhan mengidentifikasi kesejahteraan siswa untuk mengetahui kondisi kesehatan mental dan tingkat kepuasan mereka di sekolah. Alat ukur kesejahteraan siswa yang ada di Indonesia memiliki banyak butir pertanyaan, yang dapat berdampak pada perilaku partisipan dalam mengisi kuesioner. Karenanya, dibutuhkan versi pendek dari alat ukur tersebut. Penelitian ini berfokus pada adaptasi Brief Adolescent Subjective Well-Being in School Scale (BASWBSS), sebuah alat ukur kesejahteraan subjektif dengan delapan butir yang dikembangkan oleh Tian, Wang, dan Huebner (2015) untuk siswa sekolah menengah atas di Tiongkok. Sebanyak 235 siswa Indonesia, yang merupakan siswa sekolah menengah atas dan mahasiswa tahun pertama, menjadi partisipan dalam penelitian ini. Uji reliabilitas dilakukan menggunakan konsistensi internal, sedangkan uji validitas konstruk dan validitas kriteria digunakan untuk menguji aspek psikometri dalam konteks Indonesia. Hasil penelitian menunjukkan bahwa hasil adaptasi dari Brief Adolescent Subjective Well-Being in School Scale (BASWBSS) valid dan reliabel untuk siswa di Indonesia.

scholarly journals Representations of Teachers and Elder Schoolchildren about the Risks of Interacting with the Internet

2020 ◽  
Vol 25 (3) ◽  
pp. 16-29 ◽  
Author(s):  
V.I. Panov ◽  
E.V. Patrakov
Keyword(s):  
High School ◽  
High School Students ◽  
Social Representations ◽  
Well Being ◽  
The Internet ◽  
Subjective Well Being ◽  
Internet Communication ◽  
School Students ◽  
Teachers And Students ◽  
Use Of The Internet

The paper explores the notions of risks on the Internet in teachers and high school students. The study was carried out on a sample of teachers (n = 294) and school students of 9—11 grades (n = 180) using the analysis of social representations (Abric coefficient).The results confirmed that only a small part (5 out of 29) of the teachers’ notions about the riskiness of Internet communication is related to the use of the Internet; mostly they are based on some general ideas concerning risk behaviours in adolescents. At the same time, the teachers were not quite ready to cooperate with their colleagues to help reduce such risks: only 41.5% of the teachers showed readiness, given that they receive appropriate training. The study confirmed that the notions of risks associated with the active use of the Internet differ significantly in teachers and students, which can be explained by at least two reasons. Firstly, by the fact that the active use of the Internet does not affect the subjective well-being of the adolescents. Secondly, by the fact that for high school students, the Internet is a natural tool and a necessary attribute of their daily life, whereas, according to the outcomes of our study, only 20% of the teachers believe that they have the necessary skills to freely use the Internet as a means of their teaching activities. For the rest of the teachers, the Internet is still an object that must be mastered and treated as a source of threats and risks to the psychological development of schoolchildren.

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