Persepsi Iklim Sekolah dan Kesejahteraan Subjektif Siswa di Sekolah

Abstract: This study aimed to investigate the relationship between perception of school climate and student’s subjective well-being at school. Two instruments were used to collect data, namely (1) Scale of Subjective Well-Being at School, which was developed based on Osgood’s semantic differential mode; and (2) Scale of Perception of School Climate which was constructed based on Likert’s summated rating model. Ninety senior high school students participated in this study. They were selected by means of convenience sampling method. Multivariate correlation technique (MANOVA) was then applied to examine the correlation between the two constructs. The result revealed that there is a significant positive correlation between perception of school climate and student’s subjective well-being at school (F = 11.561, Partial Eta Square = 0.210, and p = 0.00 (p < 0.01)). Meanwhile, perception of school climate has significant positive correlation with both cognitive and affective aspects of subjective well-being, with the value of correlation coefficient tends to be higher with cognitive aspect than with affective aspect.Keywords: School climate, subjective well-being, school, studentAbstrak: Penelitian ini bertujuan untuk melihat hubungan antara persepsi terhadap iklim sekolah dengan kesejahteraan subjektif siswa di sekolah. Dua skala disusun untuk pengumpulan data, yaitu: (1) Skala Kesejahteraan Subjektif di Sekolah, yang disusun berdasarkan model semantic differential Osgood dan (2) Skala Persepsi Iklim Sekolah, yang disusun berdasarkan model summated rating Likert. Sembilan puluh siswa berpartisipasi dalam penelitian ini. Sampel tersebut dipilih dengan teknik convenience sampling. Teknik korelasi multivariat (MANOVA) kemudian digunakan untuk menilai korelasi antara kedua konstruk tersebut. Hasil penelitian ini mengungkapkan bahwa terdapat korelasi positif yang signifikan antara persepsi terhadap iklim sekolah dengan kesejahteraan subjektif siswa di sekolah (F = 11.561, Partial Eta Square = 0.210, and p = 0.00 (p < 0.01)). Sementara itu, persepsi terhadap iklim sekolah memiliki korelasi positif yang signifikan dengan aspek kognitif dan afektif dari kesejahteraan subjektif siswa di sekolah, dengan kecenderungan lebih tinggi pada aspek kognitif dibandingkan pada aspek afektif.

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Adolescents’ perceptions of school climate: Exploring its protective role in times of economic recession

School Psychology International ◽

10.1177/0143034318803666 ◽

2018 ◽

Vol 39 (6) ◽

pp. 606-624 ◽

Cited By ~ 3

Author(s):

Chryse Hatzichristou ◽

Vasiliki Stasinou ◽

Aikaterini Lampropoulou ◽

Panayiotis Lianos

Keyword(s):

High School Students ◽

School Climate ◽

Junior High School ◽

Protective Factor ◽

Junior High ◽

Economic Recession ◽

Well Being ◽

Protective Role ◽

Subjective Well Being ◽

School Students

The aim of the study is to explore the way Greek junior high school students perceive school climate as a protective factor against the adversities due to the ongoing economic recession. The randomly selected sample consisted of 746 students from junior high schools (Gymnasia) in the broader area of Athens. The California School Climate Survey (2009), the Questionnaire of Subjective Well-Being/Youth Form (Grob et al., 1991) and the Economic Crisis Difficulties Questionnaire ( LSP, 2011 ) were used for data collection. The findings indicated the existence of statistically significant relations between the effects of economic recession, subjective well-being and school climate. School climate moderated the interaction between economic recession and students’ subjective well-being. Results provide a better understanding of adolescents’ needs during unsettling times contributing to the development of effective evidence-based intervention programs in school communities.

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Parallel Multiple Mediating Effects of Academic Stress on the Relationship between Time Pressure and Subjective Well-Being of High School Students

Korean Education Inquiry ◽

10.22327/kei.2018.36.4.049 ◽

2018 ◽

Vol 36 (4) ◽

pp. 49-69

Author(s):

Jung Yun ◽

Moon-Jae Kim ◽

Jung-Sub Kim

Keyword(s):

High School ◽

High School Students ◽

Time Pressure ◽

Well Being ◽

Academic Stress ◽

Subjective Well Being ◽

Mediating Effects ◽

School Students ◽

The Relationship

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Los juegos motores como recurso pedagógico para favorecer la afectividad desde la educación física (Traditional games: a pedagogical tool to foster affectivity in physical education)

Retos ◽

10.47197/retos.v38i38.76556 ◽

2020 ◽

pp. 166-172

Author(s):

Verónica Muñoz-Arroyave ◽

Pere Lavega-Burgués ◽

Antoni Costes ◽

Sabrine Damian ◽

Jorge Serna

Keyword(s):

High School Students ◽

Physical Education ◽

Positive Emotions ◽

Well Being ◽

Physical Education Teachers ◽

Emotional Intensity ◽

Subjective Well Being ◽

School Students ◽

Predictive Capacity ◽

Pedagogical Tools

En el contexto educativo, educar competencias emocionales origina unas consecuencias muy positivas en el rendimiento académico y el bienestar subjetivo del alumnado, especialmente si se trabaja desde edades tempranas. La asignatura de educación física dispone de un gran repertorio de recursos pedagógicos para promover una educación física integral, destacando entre ellos el juego motor. El objetivo de este estudio fue desvelar la fuerza predictiva de dos variables asociadas al juego (dominio de acción motriz: juegos psicomotores, de cooperación, de oposición y de cooperación-oposición y competición: presencia o ausencia) sobre la intensidad emocional de los alumnos. Participaron en total 91 estudiantes de educación secundaria de Cataluña con edades entre los 12 y 14 años. Se realizaron ocho sesiones de intervención (un tipo de juego por sesión). Tras la práctica de los juegos, los participantes valoraron su experiencia emocional de 1 a 10 respondiendo el cuestionario validado GES. Para el análisis de los datos se aplicaron dos técnicas estadísticas diferentes pero complementarias: ecuaciones de estimación generalizadas y árboles de clasificación. Entre los principales hallazgos se destaca que: a) a través del juego motor se puede potenciar el desarrollo de las competencias motrices y socio-emocionales; b) El profesor de educación física debería saber que la variable competición asociada al tipo de relaciones en el juego influye en la experiencia de emociones positivas. c) El juego es una fuente de vivencias emocionales positivas, especialmente los juegos cooperativos sin competición. Abstract. In the educational context, forming emotional competences leads to very positive consequences in academic performance and subjective well-being of the students, especially if it is worked from early ages. Physical education has a large repertoire of pedagogical tools to promote an integral physical education, motor games standing out among them. The aim of this study was to investigate the predictive capacity of two characteristics of a game (motor action domain: psychomotor, cooperation, opposition and cooperation-opposition; and competition games: presence or absence) on emotional intensity. A total of 91 high school students from Catalonia participated. Eight 60-minute intervention sessions were conducted with games of the same type in each session. Emotional intensity was assessed at the end of the session using the GES questionnaire. For the data analysis, two statistical techniques were applied: generalized estimation equations and classification trees. The main findings indicated that: a) through motor games, the development of motor and socio-emotional competences can be enhanced; b) Physical education teachers should be aware that the interaction between competition and type of relationships during a game has an influence on experiencing positive emotions; c) games are a source of positive emotional experiences, especially the cooperative, non-competitive ones.

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

Korea Journal of Counseling ◽

10.15703/kjc.15.1.201402.371 ◽

2014 ◽

Vol 15 (1) ◽

pp. 371-392 ◽

Cited By ~ 1

Author(s):

장은주 ◽

Jongyeun Lee

Keyword(s):

High School ◽

Academic Achievement ◽

High School Students ◽

Well Being ◽

Subjective Well Being ◽

School Students ◽

Structural Relationships

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The Role of Parenting Style to the Feeling of Adequately Heard and Subjective Well-Being in Perpetrators and Bullying Victims

Jurnal Psikologi ◽

10.22146/jpsi.61860 ◽

2021 ◽

Vol 48 (1) ◽

pp. 96

Author(s):

Ihsana Sabriani Borualogo

Keyword(s):

High School Students ◽

Parenting Styles ◽

Junior High School ◽

Descriptive Analysis ◽

Well Being ◽

Measure Data ◽

Subjective Well Being ◽

Significant Positive Effect ◽

School Students ◽

Positive Effect

This study aimed to explain the contribution of parenting styles on children’s perception of being adequately heard by parents and their subjective well-being across three bullying groups (perpetrators, victims, and uninvolved). Participants (N = 1,294; 54.8% girls; 45.2% boys) were elementary school (47.3%) and junior high school students (52.7%) in Bandung City. Parenting styles were measured using Egna Minnen Beträffande Uppfostran for Children. Subjective well-being was measured using the Children's Worlds Subjective Well-Being Scale. Being adequately heard by parents was measured using the Children's Worlds measure. Data were analysed using linear regression and descriptive analysis. Parenting styles contributed significantly to children’s perception of being heard by parents and their subjective well-being. Parenting styles contributed differently across the three groups and genders. The uninvolved perceived that their parents were warm. The perpetrators perceived their parents as rejective. The victims perceived their parents as overprotective. The perpetrators displayed the lowest SWB score, while the uninvolved displayed the highest SWB score. Warm mothers showed a significant positive effect on children’s SWB and perception that they were adequately heard. Overprotective fathers showed a significant positive effect on children’s SWB because father was perceived as the family's head who protects their children. It is suggested that parents should practice warm rearing to prevent children’s involvement in bullying

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

School Psychology International ◽

10.1177/01430343211066461 ◽

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.

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Predictors of optimism in adolescents: self-esteem, subjective wellbeing

New Trends and Issues Proceedings on Humanities and Social Sciences ◽

10.18844/prosoc.v4i6.2920 ◽

2017 ◽

Vol 4 (6) ◽

pp. 115-121

Author(s):

Ozlem Tagay

Keyword(s):

High School Students ◽

Subjective Wellbeing ◽

Personal Information ◽

Well Being ◽

Self Esteem ◽

Subjective Well Being ◽

Regression Analyses ◽

School Students ◽

Hierarchical Multiple Regression ◽

Life Orientation

In this study, it was aimed to investigate the optimism of adolescents according to various variables, sex, self-esteem and subjective well-being. The study was carried out on a total of 305 high-school students, including 182 women and 123 men who attended different high schools in Burdur. In this research, personal information form developed by the researchers, adolescent subjective well-being developed by Eryilmaz and self-esteem scale adapted by culture and culture by Aksoy (1992), Piskin and life orientation inventory adapted by culture and culture (Aydin and Tezer and Karagoz). Pearson moment product correlation coefficient and hierarchical multiple regression analyses were used in the analysis of the data. SPSS 15 program has been utilised. As a result of the research, it is understood that adolescent optimism is predicted by sex, selfesteem and subjective well-being. The findings of the study are discussed in the literature. Keywords: Adolescents optimism, self-esteem, subjective well-being.

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