Ergenler Kişilik Özelliklerine Uygun Olarak Hangi Öznel İyi Oluşu Artırma Stratejilerini Kullanırlar?

Year 2015, Volume: 23 Issue: 2, 797 - 808, 15.05.2015

Ali Eryılmaz

Abstract

Bu çalışmanın amacı, ergenlerin kişilik özelliklerine bağlı olarak kullandıkları öznel iyi oluşu artırma stratejilerini belirlemektir. Çalışmaya 14-16 yaşları arasında yer alan topla 246 ergen katılmıştır. Ergenlerin 125’I kız iken (%51) ve 121’I ise erkektir (%49). Çalışmada Öznel İyi Oluşu Artırma Stratejileri Ölçeği ile Beş Faktörlü Kişilik ölçeği kullanılmıştır. Araştırmada verilerin analizinde regresyon analizi tekniğinden yararlanılmıştır. Araştırma sonuçlarına göre, farklı kişilik özelliklerine sahip ergenler farklı öznel iyi oluşu artırma stratejilerini kullanmaktadırlar. Ergenlerin öznel iyi oluş düzeylerinin yükseltilmesinde bu araştırma sonuçlarından yararlanılabilinir.

Keywords

kişilik özellikleri, öznel iyi oluş, ergen, stratejiler

How Do Adolescents Use Subjective Well-Being Increasing Strategies According To Their Personality Traits?

Abstract

The aim of this study is to examine how adolescents use strategies for increasing subjective well being according to their personality traits. A total of 246 high school students in between the ages of 14-16 participated in the study 125 of whom were female (51%) and 121 were male (49%). Subjective Well-Being Increasing Strategies Scale for Adolescents and the Big Five Personality Scale were used in the study. Regression analysis method was used for data analysis. According to results of study, the subjective well-being increasing strategies that adolescents use vary according to personality traits. In order to increase adolescent’s subjective wellbeing, this findings should be considered.

Keywords

subjective well-being increasing strategies, personality traits

References

• Atkinson, R., Atkinson, R. C., Smith, E. E., & Bem, D. J. (1990). Introduction to psychology(10th ed.). San Diego: Harcourt Brace Jovanovich.
• Buss, D. M.(2000). The evolution of happiness. American Psychologist, 55, 15-23.
• Collins, W. A., & Laursen, B. (2004). Changing relationships, changing youth: Interpersonal con- texts of adolescent development. Journal of Early Adolescence, 24, 55-62.
• Costa, P. T., & McCrae, R. R. (1980). Influence of extraversion and neuroticism on subjective well- being: Happy and unhappy people. Journal of Personality and Social Psychology, 38, 668-678.
• Deiner, E. (1984). Subjective well being. Psychological Bulletin, 95; 542 -75.
• Deiner, E. (2001). Subjective well-being: the science of happiness and a proposal for a national index. American Psychologist, 55,1-34.
• Diener, E., & Lucas, R. E. (1999). Personality and subjective well-being. In D. Kahneman,E. Die- ner, & N. Schwarz (Eds.), Well-being: The Foundations of Hedonic Psychology (pp. 213-229). New York: Russell Sage.
• DeNeve, K., & Cooper, H. (1998). The happy personality: A meta analysis of personality traits and subjective well-being. Psychological Bulletin, 124,197-229.
• Eberly, M. B., & Montemayor, R. (1999). Adolescent affection and helpfulness toward parents: A 2-year follow up. Journal of Early Adolescence, 19, 226–248.
• Erikson, E. (1968). Identity: Youth and crisis. New York: Norton.
• Eryılmaz, A. & Yorulmaz, A (2006). The way of being happy for adolescents. Paper presented at the Xth Conference of European Association for Research on Adolescence, Antalya, Turkey.
• Eryılmaz, A. (2010). Developing a scale about subjective well being increases strategies for adoles- cents. Journal of Turkish Psychological Counseling, 33, 81-88.
• Eryılmaz, A. (2011a). A model of subjective well-being for adolescents in high school. Journal of Happines Studies. DOI: 10.1007/s10902-011-9263-9.
• Eryılmaz, A. (2011b). Investigating adolescents’ subjective well-being with respect to using subjec- tive well-being increasing strategies and determining life goals. Düşünen Adam- The Journal of Psychiatry and Neurological Sciences, 24,44-51.
• Fraenkel, J. R., & Wallen, N. E. (1993). How to design and evaluate research in education. New York: Mcgraw Hill.
• Furman, W., & Buhrmester, D. (1992). Age and sex differences in perceptions of networks of per- sonal relationships. Child Development, 63, 103–115.
• Evinc, S. G. (2004). Maternal personality characteristics, affective state, and psychopathology in relation to children’s attention deficit and hyperactivity disorder as-nd comorbid symptoms. Unpublished Master Thesis, METU, Ankara.
• Fordyce, M. W. (1977). Development of a program to increase happiness. Journal of Counseling Psychology,24, 511–521.
• Fordyce, M. W. (1983). A program to increase happiness: Further studies. Journal of Counseling Psychology, 30, 483–498.
• Fujita, F. (1991). An investigation of the relation between extroversion, neuroticism, positive affect, and negative affect. Master’s Thesis, University of Illinois.
• Furnham, A., & Cheng, H. (1997). Personality and happiness. Psychological Reports, 80, 761-762.
• Francis, L. J., & Katz, Y. J. (2000). Internal consistency reliability and validity of the hebrew trans- lation of the oxford happiness ınventory. Psychological Reports, 87, 193-196.
• Grotevant, H.D., & Cooper, C. (1985) Patterns of interaction in family relationships and the devel- opment of identity exploration in adolescence. Child Development, 56:415-428.
• Hartup, W. W., & Stevens, N. (1997). Friendship and adaptation in the life course. Psychological Bulletin, 121, 355–370.
• Heady, B.; Wearing, A. (1992). Understanding happiness: A theory of subjective well being. Melboune, Vicotira Australia: Longman Cheshire.
• Heubner, E.S (1991). Correlates of life satisfaction in children. School Psychology Quarterly, 6,103-111.
• John O.P., & Srivastava S. (1999). The Big Five trait taxonomy: History, measurement, and theo- retical perspectives. In L. A. Pervin & O. P. John (Eds.), Handbook of personality: Theory and research (2nd ed., pp.102–138). New York: Guilford Press.
• Joronen, K.& Kurki, A.(2005). Familial contribution to adolescent subjective well being. Interna- tional Journal of Nursing Practice, 11,3,125-133.
• Jozefiak, T., Larsson, B., & Wichstrom, L. (2009). Changes in quality of life among Norwegian school children: A six-month follow-up study. Health and Quality of Life Outcomes. 1-12.
• Karatzias, A., Chouliara, Z., Power, K., & Swanson, V. (2006). Predicting general well- being from self esteem and affectivity: An exploratory study with Scottish adolescents. Quality of Life Research, 15;1143–1151.
• Koker, S .(1991). Comparing the level of the life satisfaction of the normal adolescents and adoles- cents with problems. Unpublished doctoral dissertation. Ankara University, Ankara, Turkey.
• Lyubomirsky, S., Sheldon, K. M., & Schkade, D. (2005). Pursuing happiness: The architecture of sustainable change. Review of General Psychology, 9, 111-131.
• Lyubommirsky, S. (2001). Why are some people happier than others: The role of cognitive and motivational processes in well-being. American Psychologist, 56( 3) 239-249.
• Magnus, K., and Diener, E. (1991). A longitudinal analysis of personality, life events, and subjective well-being. Paper Presented At The Sixty-Third Annual Meeting of the Midwestern Psycholo- gical Association, Chicago (May 2-4).
• Mcknight C.G, Huebner E.S., & Suldo, S. (2002). Relationships among stressful life events, tem- perament, problem behaviour, and global life satisfaction in adolescents. Psychology In The Schools, Vol. 39 (6), 677-687.
• McCrae, R. R., & Costa, P. T. (1987). Validation of the five-factor model of personality across ıns- truments and obsevers. Journal of Personality and Social Psychology, 52,81-90.
• McCrae, R. R., & Costa, P. T. (2003). Personality in adulthood. New York: The Guilford Press.
• McCullough, G., Huebner, S., & Laughlin, J.E. (2002). Life events, self concept, and adolescent’s positive subjective well-being. Psychology in the School, 3, 281-290.
• Myers, D. & Deiner, E. (1995). Who is happy. American Psychological Society.6(1),1-19.
• Park, N.(2004). The role of subjective well-being in positive youth development. The Annals of American Academy of Political and Social Science. 591 (1): 25-39.
• Piaget, J., & Inhelder, B. (1973). Memory and intelligence. New York: Basic Books.
• Shiner, R., & Caspi, A. (2003). Personality differences in childhood and adolescence: Measurement, development, and consequences. Journal of Child Psychology and Psychiatry,44, 1, 2-32.
• Steinberg, L. (2004). Risk-taking in adolescence: what changes, and why? Annals of the New York Academy of Sciences, 1021, 51–58.
• Steinberg, L. (2005). Cognitive and affective development in adolescence. Trends in Cognitive Sci- ences, 9, 69-74.
• Tkach, C., & Lyubomirsky, S. (2006). How do people pursue happiness?: relating personality, hap- piness-ıncreasing srategies, and well-being. Journal of Happiness Studies, 7 (2), 183-225.
• Vargus-Adams, J. (2006). Longitudinal use of the Child Health Questionnaire in childhood cerebral palsy. Developmental Medicine and Child Neurology, 48, 343–347.
• Veenhoven, R. (2003). Art of living, Journal of Happiness Studies, 4 (4),374-397.
• Wilson, K., & Gullone, E. (1999). The relationship between personality and affect over the lifespan. Personality and Individual Differences, 27, 1141-1156.
• Wires, J. W., Barocas, R., & Hollenbeck, A. R. (1994). Determinants of adolescent identity develop- ment: A cross-sequential study of boarding school boys. Adolescence, 29(114), 361-378.