Features of psychological well-being of upper-form pupils

2645

Abstract

Currently, there is the problem of reduced level of psychological well-being of pupils due to the duration of training. The study hypothesis is based on the assumption of the differences in the various aspects of psychological well-being of young adolescents (11 to 14 years) and senior (15-17 years). The study involved 572 students of Yekaterinburg schools. The age of the subjects is 12 to 17 years. We discuss the relationship between the individual components of psychological well-being. In the study, we showed significant differences in attitude to the teachers (t = 4,905 at p < 0.000001), school (t = 6,2; p < 0.0000001) and parents (t = 5,78; p < 0.0000001) in younger and older adolescents. The attitude of young adolescents to the school is influenced by their attitude to the teachers (beta = ,488), parents (beta = ,217), friends (beta = ,119) and the self-attitude (beta = ,109). The attitude of high school students to the school is positively influenced by their attitudes towards teachers (beta = ,610), parents (beta = ,277) and negatively – to friends (beta = -,20). Psychological well-being of high school students is mainly determined by the relationship with their friends and the self-attitude. The attitude toward school decreases with increasing student age. In conclusion, we give a number of general recommendations to improve the psychological well-being at school.

General Information

Keywords: psychological well-being of school children, life satisfaction, socio-psychological factors of psychological well-being.

Journal rubric: Safety of the Educational Environment

Article type: scientific article

For citation: Vodyaha S.A. Features of psychological well-being of upper-form pupils. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2013. Vol. 18, no. 6, pp. 114–120. (In Russ., аbstr. in Engl.)

References

  1. Baeva I. A., Jakimanskaja I. S. Monitoring psiho- logicheskoj bezopasnosti obrazovatel'noj sredy i kachestva obrazovanija v uslovijah modernizacii // Psihologicheskaja nauka i obrazovanie. 2013. № 1.
  2. Edwards L. M. & Lopez S. J. Perceived family sup- port, acculturation, and life satisfaction in Mexican- American youth: A mixed-methods exploration // Journal of Counseling Psychology. 2006. V. 53. Р. 279–287.
  3. Gilman R. & Huebner E.S. Characteristics of adolescents who report very high life satisfaction // Journal of Youth and Adolescence. 2006. V. 35. Р. 311–319.
  4. Huebner E. S. & Gilman R. Students who like and dislike school //Applied Quality of Life Research. 2006. № 1. Р. 139–150.
  5. Martin K. M. & Huebner E. T. Peer victimization and prosocial experiences and emotional well-be- ing of middle school students // Psychology in the Schools. 2007. V. 44. Р. 199–208.
  6. Noddings N. Happiness and education. New York: 2003. Cambridge University Press.
  7. Rigby B. T. & Huebner E. T. Do causual attribu- tions mediate the relationship between personal- ity characteristics and life satisfaction in adoles- cence? // Psychology in the Schools. 2005. V. 42. Р. 91–99.
  8. Suldo S. M., Shaffer E. S. & Riley K. A social-cog- nitive-behavioral model of academic predictors of adolescents’ life satisfaction. // School Psychology Quarterly. 2008. V. 23. Р. 56–69.

Information About the Authors

S. A. Vodyaha, PhD in Psychology, Ph.D. in Psychology, Assistant Professor, Chair of Educational Psychology, Institute of Psychology, Ural State Pedagogical University, Ekaterinburg, Russia, e-mail: svodyakha@yandex.ru

Metrics

Views

Total: 4794
Previous month: 66
Current month: 24

Downloads

Total: 2645
Previous month: 5
Current month: 1