Okuldaki Mutluluğum Hayatıma Yansıyor: Akademik Doyum ile İyi Oluş Arasındaki İlişkinin Demografik Değişkenler Açısından İncelenmesi

Öz

Üniversite yılları; akademik doyum ve öznel iyi oluşun cinsiyet, sosyoekonomik düzey ve sınıf düzeyi gibi demografik faktörler tarafından şekillendiği kritik bir gelişim dönemini temsil etmektedir. Bu çalışma, Türkiye’deki lisans öğrencileri arasında akademik yaşam doyumu ile öznel iyi oluş arasındaki ilişkiyi incelemeyi ve bu ilişkide cinsiyet, sosyoekonomik düzey ve sınıf düzeyinin düzenleyici (moderatör) rollerini araştırmayı amaçlamıştır. Araştırmanın katılımcılarını 427 lisans öğrencisi oluşturmaktadır (%77,52 kadın, N = 331; %22,48 erkek, N = 96). Veriler Kişisel Bilgi Formu, Akademik Yaşam Doyumu Ölçeği ve Genel İyi Oluş Kısa Formu kullanılarak toplanmıştır. Bulgular, akademik yaşam doyumu ile öznel iyi oluş arasında güçlü ve pozitif bir ilişki olduğunu göstermiştir. Daha da önemlisi, bu ilişkide cinsiyetin anlamlı bir düzenleyici rol oynadığı ve ilişkinin kadın öğrencilerde daha güçlü olduğu belirlenmiştir. Bu sonuçlar, öğrenci destek programlarında cinsiyet farklılıklarının dikkate alınmasının önemine işaret etmekte ve akademik doyumu artırmaya yönelik çabaların öğrencilerin genel psikolojik iyi oluşunu da güçlendirebileceğini düşündürmektedir.

Anahtar Kelimeler

• Akademik yaşam doyumu
• öznel iyi oluş
• demografik değişkenler
• lisans öğrencileri

My Happiness at School Reflects on My Life: The Role of Demographic Variables in Shaping the Relationship Between Academic Satisfaction and Well-Being

Öz

The university years represent a critical developmental stage in which academic satisfaction and subjective well-being are shaped by demographic factors such as gender, socioeconomic status, and year of study. This study examined the relationship between academic life satisfaction and subjective well-being among undergraduate students in Turkey, while exploring the moderating roles of gender, socioeconomic status, and year level. Participants were 427 undergraduates (77.52% female, N = 331; 22.48% male, N = 96). Data were collected through the Personal Information Form, the Academic Life Satisfaction Scale, and the Short Form of the General Well-Being Scale. Results revealed a strong positive association between academic life satisfaction and subjective well-being. Importantly, gender significantly moderated this relationship, with the association being stronger among female students. These findings highlight the importance of considering gender differences in student support programs and suggest that efforts to improve academic satisfaction may foster students’ overall psychological well-being.

Anahtar Kelimeler

• Academic life satisfaction
• subjective well-being
• demographics
• undergraduate students

Kaynakça

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