Güçlü Yönlere Dayalı Okul Temelli Pozitif Psikoloji Müdahale Programının Lise Öğrencilerinin Öznel İyi Oluş Düzeylerine Etkisi

Öz

Ergenlik döneminde öznel iyi oluş hem bireysel, hem sosyal hem de akademik açıdan önemli sonuçlarla ilişkilidir. Uzun saatlerini geçirdikleri okulların ergenlerin öznel iyi oluşlarını destekleyici ortamlar sağlaması giderek artan bir öneme sahiptir. Bu doğrultuda çalışmanın amacı, güçlü yönlere dayalı okul temelli pozitif psikoloji müdahale programının lise öğrencilerinin öznel iyi oluşuna etkisini incelemektir. Tek gruplu ön test–son test deseni çerçevesinde 10. sınıf düzeyinde öğrenim gören 20 öğrenciye dört haftalık müdahale programı uygulanmıştır. Programın etkisini belirlemek amacıyla Ergen Öznel İyi Oluş Ölçeği ön test ve son test olarak uygulanmıştır. Müdahale sonunda öznel iyi oluş puanlarında artış gözlemlenmesine karşın bu artış istatistiksel olarak anlamlı bir fark ortaya koymamış; bu bulgu, literatürde öznel iyi oluşun ölçülmesi ve müdahale programlarının tasarımına ilişkin bulgular çerçevesinde ele alınmıştır.

Anahtar Kelimeler

• Karakter Güçleri
• Öznel İyi Oluş
• Pozitif Psikoloji
• Lise Öğrencileri

Destekleyen Kurum

Bursa Uludağ Üniversitesi

Etik Beyan

Bu çalışma Bursa Uludağ Üniversitesi Sosyal Bilimlerde İnsan Araştırmaları Etik Kurulunda (Protokol No. 2025/05) 23 Mayıs 2025 tarihli 2025/05 toplantısında alınan onay kararı ile yürütülmüştür.

Teşekkür

Başta Kestel İlçe Milli Eğitim Müdürlüğü, Kestel Rehberlik ve Araştırma Merkezi, Hasan Aslanoba Anadolu Lisesi, Hasan Coşkun Anadolu Lisesi yetkilileri olmak üzere öğrencilerim Afra Tuana Eraz, Ali Yasir Duru, Aysun Holat, Büşra Öztürk, Ceren Güleroğlu, Ceren Palon, Ebrar Kaplan, Elif Gökçe Aydın, Elif Sena Asan, Erva Beren Dübüş, Fatma Nur Nar, Gamze Nur Demir, Hayrunnisa Politoğlu, İrem Hız, Müberra Öztürk, Nazlı Evirgen, Nuray Bilgili, Sahra Karadayı, Selçuk Alp Arslan, Sema Nur Coşkun, Sude Eymen Orhan, Şule İmran Çiçek, Zeliha Yavuz, Zehra Koyuncu’ya bu çalışmaya sağladıkları değerli katkıları için en içten teşekkürlerimi sunarım.

The Effect of a Strengths-Based School-Based Positive Psychology Intervention Program on High School Students' Subjective Well-Being Levels

Öz

Subjective well-being in adolescence is associated with significant outcomes in individual, social, and academic terms. It is becoming increasingly important for schools, where adolescents spend long hours, to provide environments that support their subjective well-being. Therefore, the aim of this study is to examine the effect of a strengths-based school-based positive psychology intervention program on the subjective well-being of high school students. A four-week strengths-based positive psychology intervention was implemented with 20 tenth-grade students using a single-group pre-test-post-test design. The Adolescent Subjective Well-being Scale was administered as pre-test and post-test to measure changes in subjective well-being. Although subjective well-being scores increased following the intervention, this change did not reach statistical significance, a finding discussed in light of the broader literature on well-being measurement and intervention program design.

Anahtar Kelimeler

• Character Strengths
• Subjective Well-Being
• Positive Psychology
• High School Students

Destekleyen Kurum

Bursa Uludag University

Etik Beyan

This study was conducted with the approval decision taken at the meeting dated May 23, 2025 (Protocol No. 2025/05) of the Human Research Ethics Committee in Social Sciences at Bursa Uludag University.

Teşekkür

I would like to express my gratitude to the Kestel District National Education Directorate, the Kestel Guidance and Research Centre, the Hasan Aslanoba Anatolian High School, the Hasan Coşkun Anatolian High School authorities, and my students Afra Tuana Eraz, Ali Yasir Duru, Aysun Holat, Büşra Öztürk, Ceren Güleroğlu, Ceren Palon, Ebrar Kaplan, Elif Gökçe Aydın, Elif Sena Asan, Erva Beren Dübüş, Fatma Nur Nar, Gamze Nur Demir, Hayrunnisa Politoğlu, İrem Hız, Müberra Öztürk, Nazlı Evirgen, Nuray Bilgili, Sahra Karadayı, Selçuk Alp Arslan, Sema Nur Coşkun, Sude Eymen Orhan, Şule İmran Çiçek, Zeliha Yavuz and Zehra Koyuncu for their valuable contributions to this work.

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