ERG SES H 06, Secondary Education
The term known as “happiness” in the daly life means “subjective well-being” in the literature of psychology (Diener, 2000). Subjective well-being is defined as a term that covers individual’s universal life satisfaction and emotional reaction (Diener and others, 1999). In other words subjcetive well-being is stated as the mood including individual’s joy of life, too (Tuzgöl Dost, 2004).
Diener (1984) indicates that subjective well-being is like an umberella that covers positive emotions, negative emotions and life satistfaction. According to Diener (1984) subjective well-being is a subjective evaluation related to positive emotions and negative emotions individual has and life satistfaction individual obtains from the life. This evaluation includes individual’s reactions towards various events, current mood, thoughts concerning life satisfaction and satisfaction about different life areas such as work, friendness, school, marriage (Diener, Oishi ve Lucas, 2003; Diener, Suh ve Oishi, 1997). Diener (1984) thinks gender, age, income, religioni education, personality, marriage, family, communication with the social environment affects individual’s subjective well-being. It’s thought that these variables can be divided into three groups called bio-social variables, personality variables and social support variables.
Purpose of the Study
The purpose of this study is to determine whether some variables such as gender, grade, number of close friend, number of brother, mother education level, father education level, family income state, perceived academic achievement and perceived parents’ attitude have a significant effect over their subjective well-being or not and to investigate the relationship between high school students’ subjective well-being and locus of control.
In accordance with the general objective of the study the sub-problems below are developped.
1. What is the level of subjective well-being and locus of control of high school students?
2. Does subjective well-being of high school students change acording to some variables such as gender, grade, number of close friend, number of brother, mother education level, father education level, family income state, perceived academic achievement and perceived parents’ attitude?
3. Is there a relationship between “subjective well-being” and “locus of control” of high school students?
Significance of the Study
When the importance of being happy was investigated, it was found that happiness has an effect over individual’s personal and professional life in a positive way in addition to make him/her feel better themselves (Wiseman, 2012).
Schools and teachers provide some opportunities to the students that help them check their lifes, trust themselves, have good relations with schools and improve their abilities. These opportunities increase students’ positive emotions towards life and make their life more meaningful. Because of that reason the most significant purpose of education is to help happy individuals grown up (Noddings, 2003)
Guidance and counselling services during education process aim to help students improve themselves and communicate with the social environment. The basic or final purpose of the guidance is individual’s realization himsel/herself. With that term displaying, practising and developping all secret powers, abilities and capacities that individual has is indicated. In other words individuls should be grown up with all sides and become more efficient and happy (Yeşilyaprak, 2006).
Finding out the factors that help students experience positive emotions not only will make reaching the educational aims easy but also will become a tool for improving their capacity. During that period psychological guidence and counselling activities on based positive psychology will have a critical role. Therefore, subjective well-being that’s one of the important terms of positive psychology was investigated in this study.
1. Dağ, İ (2002). Locus of control scale: Scale developping, validity and reliabilty study. Turkish Psychology Magazine, 17 (49), p:77-90. 2. Diener, E. (2000). Subjective well-being: The science of happiness and a proposal for a national index. American Psychologist, 55, 34-43. 3. Diener, E. ve Diğerleri (1999). Subjective Well-Being Three Decades Of Progress. Psychological Bulletin, 125(2), 276-302. 4. Diener, E. (1984). Subjective well-being. Psychological Bulletin, 95, 542–575. 5. Diener, E., Oishi, S., & Lucas, R. E. (2003). Personality, culture and subjective wellbeing: Emotional and cognitive evaluations of life. Annual Review Pyschology, 54, 403-425. 6. Diener, E., Suh, E., & Oishi, S. (1997). Recent findings on subjective well-being. Indian Journal of Clinical Psychology, 24, 25-41. 7. Noddings, N. (2003) Happiness and Education. Cambridge University Press. 8. Özen, Ö. (2005). Subjective well-being levels of adolescents. Master’s Thesis, Hacettepe University, Institute of Social Sciences, Ankara. 9. Tuzgöl Dost, M. (2004). Subjective well-being levels of undergraduates. Unpublished Doctoral Thesis. Hacettepe University, Institute of Social Sciences, Ankara. 10. Wiseman, R. (2012), 59 Saniye. Çev. Hande Ölçeroğlu. İstanbul: Pegasus Yayınları. 11. Yeşilyaprak, B. (2006). Guidence services in education. Nobel Publishing House. Ankara.
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