The Relationship Between School Satisfaction and Psychological Well-Being of Secondary School Students: The Mediating Role of Happiness at School

Year 2022, Volume: 4 Issue: 2, 248 - 262, 31.12.2022

Faruk Caner Yam

https://doi.org/10.51535/tell.1200847

Cited By: 2

Abstract

This study aimed to examine the mediating role of happiness at school in the relationship between secondary school students' school satisfaction and psychological well-being. A total of 367 secondary school students, including 204 girls (55.6%) and 163 boys (44.4%), participated in the study. While collecting the data for the study, Personal Information Form, Overall School Satisfaction Scale for Children (OSSS-C), Stirling Children’s Well-Being Scale (SCWBS), and School Children's Happiness Inventory (SCHI) were used. First, descriptive statistics of the collected data were calculated and the relationships between the variables were determined by the correlation coefficient. Mediation analysis in the research was made using structural equation modeling. As a result of the analysis, it was seen that the school satisfaction of secondary school students positively predicted both their psychological well-being and their happiness at school. Similarly, secondary school students' happiness at school positively predicted their psychological well-being. In addition, as a result of the structural equation analysis, it was seen that happiness at school has a partial mediator role in the relationship between school satisfaction and the psychological well-being of secondary school students. Bootstrap confidence intervals (%95) were calculated to see if the mediation effect was significant, and it was determined that the results did not include zero and therefore the mediation result was significant. This result can be interpreted as secondary school students' school satisfaction increases their happiness levels at school, and their psychological well-being increases with the increase in their happiness at school. All these results reached in the research draw attention to how important school-based experiences are for the mental health of school-age children.

Keywords

School satisfaction, Psychological well-Being, Happiness at school, Secondary school students, School mental health.

References

• Aşkar, P., & Umay, A. (2001). İlköğretim matematik öğretmenliği öğretmen adaylarının bilgisayarla ilgili öz-yeterlik algısı. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 21, 1-8.
• Aypay, A., Durmuş, E., & Aybek, E. C. (2016). The relationship between peer victimization, school burnout and parent monitoring Journal of International Social Research, 9(43), 1389-1396.
• Asıcı, E., & İkiz, F. E. (2018). The prediction of subjective well being in school in terms of school climate and self-efficacy. Hacettepe University Journal of Education, 34(3), 621-638. https://doi.org/10.16986/HUJE.2018038523.
• Beck, A. T. (1997). The past and future of cognitive therapy. The Journal of Psychotherapy Practice and Research, 6(4), 276-284.
• Beck, A. T., & Haigh, E. A. (2014). Advances in cognitive theory and therapy: The generic cognitive model. Annual Review of Clinical Psychology, 10, 1-24. https://doi.org/10.1146/annurev-clinpsy-032813-153734.
• Baker, J. A. (1998). The social context of school satisfaction among urban, low-income, African American students. School Psychology Quarterly, 13(1), 25-44. https://doi.org/10.1037/h0088970.
• Baker, J. A., Dilly, L. J., Aupperlee, J. L. ve Patil, S. A. (2003). The developmental context of school satisfaction: Schools as psychologically healthy environments. School Psychology Quarterly, 18(2), 206-221. https://doi.org/10.1521/scpq.18.2.206.21861.
• Bandalos, D. L. (2002). The effects of item parceling on goodness-of-fit and parameter estimate bias in structural equation modeling. Structural Equation Modeling, 9(1), 78-102. https://doi.org/10.1207/S15328007SEM0901_5.
• Borkar, V. N. (2016). Positive school climate and positive education: Impact on student’s well-being. Indian Journal of Health and Wellbeing, 7 (8), 861-862.
• Casas, F., Bello, A., González, M., & Aligué, M. (2013). Children’s subjective well-being measured using a composite index: What impacts Spanish first-year secondary education students’ subjective well-being?. Child Indicators Research, 6(3), 433-460. https://doi.org/10.1007/s12187-013-9182-x.
• Diener, E., Suh, E. M., Lucas, R. E., & Smith, H. L. (1999). Subjective well-being: Three decades of progress. Psychological Bulletin, 125(2), 276.
• Diener, E. (1984). Subjective well-being. Psychological Buletin, 95 (3), 542-575.
• Diener, E. (2000). Subjective well-being: The science of happiness and a proposal for a national index. American Psychologist, 55 (1), 34-43. https://doi.org/10.1037/0003-066X.55.1.34.
• Diener, E., Scollon, C. N., & Lucas, R. E. (2009). The evolving concept of subjective well-being: The multifaceted nature of happiness. In Assessing well-being (pp. 67-100). Springer, Dordrecht.
• Engels, N., Aelterman, A., Petegem, K. V., & Schepens, A. (2004). Factors which influence the well-being of pupils in Flemish secondary schools. Educational Studies, 30(2), 127-143. https://doi.org/10.1080/0305569032000159787.
• Ellison, C. G., & Fan, D. (2008). Daily spiritual experiences and psychological well-being among US adults. Social Indicators Research, 88(2), 247-271. https://doi.org/10.1007/s11205-007-9187-2.
• Fredricks, J. A., Blumenfeld, P., Friedel, J., & Paris, A. (2003). School Engagement. Paper presented at the Indicators of Positive Development Conference, Child Trends (March 11th-13th).
• Gilman, R., & Huebner, E. S. (2006). Characteristics of adolescents who report very high life satisfaction. Journal of Youth and Adolescence, 35(3), 293-301. https://doi.org/110.1007/s10964-006-9036-7.
• Gökçe, F. (2012). opinions of teachers and parents about time spent by students at school, lesson hours, break times, holidays and school terms. Educational Sciences: Theory & Practice, 12(4), 2541-2560.
• Godin, G. (2011). The Godin-Shephard leisure-time physical activity questionnaire. The Health & Fitness Journal of Canada, 4(1), 18-22. https://doi.org/10.14288/hfjc.v4i1.82.
• Hayes, A. F. (2018). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach. New York: Guilford Press.
• Huebner, B., Dwyer, S., & Hauser, M. (2009). The role of emotion in moral psychology. Trends in Cognitive Sciences, 13(1), 1-6. https://doi.org/10.1016/j.tics.2008.09.006.
• Huebner, E. S. (1994). Preliminary development and validation of a multidimensional life satisfaction scale for children. Psychological Assessment, 6, 149 – 158. https://doi.org/10.1037/1040-3590.6.2.149.
• Huebner, E. S., Gilman, R., Reschly, A. L., & Hall, R. (2009). Positive schools. In S. J. Lopez & C. R. Snyder (Eds.), Oxford library of psychology. Oxford handbook of positive psychology :Oxford University Press.
• Huebner, E. S., & Alderman, G. L. (1993). Convergent and discriminant validation of a children’s life satisfaction scale: Its relationship to self- and teacher-reported psychological problems and school functioning. Social Indicators Research, 30, 71–82. https://doi.org/10.1007/BF01080333.
• Huebner, E. S., & Gilman, R. (2006). Students who like and dislike school. Applied Research in Quality of Life, 1(2), 139-150. https://doi.org/10.1007/s11482-006-9001-3.
• Huebner, E. S., Laughlin, J. E., Ash, C., & Gilman, R. (1998). Further validation of the multidimensional students' life satisfaction scale. Journal of Psychoeducational Assessment, 16(2), 118-134. https://doi.org/10.1177/073428299801600202.
• Jovanović, V., & Jerković, I. (2011). School satisfaction among secondary school students: Relations with school achievement and mental health indicators. Psihologija, 44(3), 211-224. https://doi.org/10.2298/PSI1103211J.
• King, A. L. D., Huebner, S., Suldo, S. M., & Valois, R. F. (2006). An ecological view of school satisfaction in adolescence: Linkages between social support and behavior problems. Applied Research in Quality of Life, 1(34), 279-295. https://doi.org/10.1007/s11482-007-9021-7.
• Kitayama, S., Ryff, C.D., Karasawa M., Curhan, K.B., Markus, H.R. (2010). Indepedence, ınterdependence, and well-being: divergent patterns in The United States and Japan. Frontiers in Cultural Psychology, 1, 163 . https://doi.org/10.3389/fpsyg.2010.00163.
• Kermen, U., Tosun, N. İ., & Doğan, U. (2016). Social phobia as predictor of life satisfaction and psychological well-being. Journal of Education Theory and Practical Research, 2(1), 20-29.
• Kalaycı, H. ve Özdemir, M. (2013). The influence of students’ perceptions toward quality of school life on their school engagement. GUJGEF, 33(2), 293-315.
• Keyes, C. L., Shmotkin, D., & Ryff, C. D. (2002). Optimizing well-being: the empirical encounter of two traditions. Journal of Personality and Social Psychology, 82(6), 1007. https://doi.org/10.1037/0022-3514.82.6.1007.
• Karasar, N. (2011). Bilimsel araştırma yöntemi. Ankara: Nobel Yayın Dağıtım.
• Little, T. D., Cunningham, W. A., Shahar, G., & Widaman, K. F. (2002). To parcel or not to parcel: Exploring the question, weighing the merits. Structural Equation Modeling, 9(2), 151-173. https://doi.org/10.1207/S15328007SEM0902_1.
• Lyubomirsky, S., Sousa, L., & Dickerhoof, R. (2006). The costs and benefits of writing, talking, and thinking about life's triumphs and defeats. Journal of Personality and Social Psychology, 90(4), 692. https://doi.org/10.1037/0022-3514.90.4.692.
• Liu, Y., Carney, J. V., Kim, H., Hazler, R. J., & Guo, X. (2020). Victimization and students’ psychological well-being: The mediating roles of hope and school connectedness. Children and Youth Services Review, 108, 104674. https://doi.org/10.1016/j.childyouth.2019.104674.
• Løhre, A., Lydersen, S., & Vatten, L. J. (2010). School wellbeing among children in grades 1-10. BMC Public Health, 10(1), 526. https://doi.org/10.1186/1471-2458-10-526.
• Memiş, A. K. Ve Duran, N. O. (2019). Investigation of the relationship between school kindness and psychological and emotional well-being among primary school students. Elementary Education Online, 18(4), 1671-1686. https://doi.org/10.17051/ilkonline.2019.632917.
• Nasser-Abu Alhija, F., & Wisenbaker, J. (2006). A Monte Carlo study investigating the impact of item parceling strategies on parameter estimates and their standard errors in CFA. Structural Equation Modeling, 13(2), 204-228. https://doi.org/10.1207/s15328007sem1302_3.
• OCED (2020). Education at a Glance 2020: OECD Indicators. Retrieved February 25, 2022, from. https://www.oecd.org/education/education-at-a-glance/.
• Önder, F. C., & Yilmaz, Y. (2012). The role of life satisfaction and parenting styles in predicting delinquent behaviors among high school students. Educational Sciences: Theory and Practice, 12(3), 1744-1748.
• Özdemir, Y. (2016). Examination of adolescent’s subjective well- being in terms of autonomous, relational and autonomous-relational self-construals Turkish Psychological Counseling & Guidance Journal, 4(38), 188-198.
• Paternite, C. E. (2005). School-based mental health programs and services: Overview and introduction to the special issue. Journal of Abnormal Child Psychology, 33(6), 657. https://doi.org/10.1007/s10802-005-7645-3.
• Raja, S. N., McGee, R., & Stanton, W. R. (1992). Perceived attachments to parents and peers and psychological well-being in adolescence. Journal of Youth and Adolescence, 21(4), 471-485. https://doi.org/10.1007/BF01537898.
• Randolph, J. J., Kangas, M., & Ruokamo, H. (2010). Predictors of Dutch and Finnish children’s satisfaction with schooling. Journal of Happiness Studies, 11(2), 193-204. https://doi.org/10.1007/s10902-008-9131-4.
• Ryff, C. D. (1989a). Happiness is everything, or is it? Explorations on the meaning of psychological well-being. Journal of Personality And Social Psychology, 57(6), 1069.
• Ryff, C. D. (1989). Beyond ponce de leon and life satisfaction: New directions in quest of successful ageing. International Journal Of Behavioral Development, 12(1), 35-55. https://doi.org/10.1177/016502548901200102.
• Schermelleh-Engel, K., Moosbrugger, H., & Müller, H. (2003). Evaluating the fit of structural equation models: Tests of significance and descriptive goodness-of-fit measures. Methods of Psychological Research Online, 8(2), 23-74.
• Seligman, M. E. P., Ernst, R. M., Gillham, J., Reivich, K., & Linkins, M. (2009). Positive education: Positive psychology and classroom interventions. Oxford Review of Education, 35(3), 293–311. https://doi.org/10.1080/03054980902934563.
• Seligman, M. E. (2002). Positive psychology, positive prevention, and positive therapy. Handbook of Positive Psychology, 2(2002), 3-12.
• Seligman, M. E. (2011). Flourish: a visionary new understanding of happiness and well-being. Policy, 27(3), 60-61.
• Suldo, S. M., McMahan, M.M., Chappel, A. M. & Loker, T. (2012). Relationships between perceived school climate and adolescent mental health across genders. School Mental Health, 4, 69-80. https://doi.org/10.1007/s12310-012-9073-1.
• Suldo, S.M., Thalji-Raitano, A., Hasemeyer, M., Gelley, C. D., & Hoy, B. (2013). Understanding middle school students life satisfaction: does school climate matter?. Applied Research Quality Life, 8, 169-182. Doi: 10.1007/s11482-012-9185-7.
• Sweeting, H., & West, P. (1995). Family life and health in adolescence: a role for culture in the health inequalities debate. Social Science & Medicine, 40(2), 163-175.
• Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics. (Sixth edition). Boston: Pearson.
• The Good Childhood Report (2021). The Good Childhood Report 201. Retrieved February 25,2022,from.https://www.childrenssociety.org.uk/information/professionals/resources/good-childhood-report-2021.
• Tekinalp, B. E., & Terzi, Ş. (2015). Eğitimde pozitif psikoloji uygulamaları. Ankara: Pegem Akademi Yayınları.
• Telef, B. B. (2014). Turkish adaptation study of overall school satısfaction scale for children. Journal of Theory and Practice in Education, 10(2), 478-490.
• Telef, B. B. (2014a). School children's happiness ınventory: The validity and reliability study. International Online Journal of Educational Sciences, 6(1), 130-143. http://dx.doi.org/10.15345/iojes.2014.01.013.
• Tian, L., & Liu, W. (2007). School well-being and its’ relationships with self-perception of competence and personality in adolescent. Psychology Development and Education, 3, 44–49. https://doi.org/10.1007/s11205-012-0123-8.
• Tian, L. (2008). Developing scale for school well-being in adolescents. Psychology Development and Education, 24, 100–107.
• Tian, L., Liu, B., Huang, S., & Huebner, E. S. (2013). Perceived social support and school well-being among Chinese early and middle adolescents: The mediational role of self-esteem. Social Indicators Research, 113(3), 991-1008. https://doi.org/10.1007/s11205-012-0123-8.
• Tian, L., Chen, H., & Huebner, E. S. (2014). The longitudinal relationships between basic psychological needs satisfaction at school and school-related subjective well-being in adolescents. Social Indicators Research, 119(1), 353-372. https://doi.org/10.1007/s11205-013-0495-4.
• Uusitalo-Malmivaara, L. (2012). Global and school-related happiness in Finnish children. Journal of Happiness Studies, 13(4), 601-619. https://doi.org/10.1007/s10902-011-9282-6.
• Verkuyten, M., & Thijs, J. (2002). School satisfaction of elementary school children: The role of performance, peer relations, ethnicity, and gender. Social Indicators Research, 59, 203‐228. https://doi.org/10.1023/A:1016279602893.,
• Varela, J. J., Zimmerman, M. A., Ryan, A. M., Stoddard, S. A., Heinze, J. E., & Alfaro, J. (2018). Life satisfaction, school satisfaction, and school violence: A mediation analysis for Chilean adolescent victims and perpetrators. Child Indicators Research, 11(2), 487-505. https://doi.org/10.1007/s12187-016-9442-7.
• Verkuyten, M., & Thijs, J. (2002). School satisfaction of elementary school children: The role of performance, peer relations, ethnicity, and gender. Social Indicators Research, 59, 203‐228. https://doi.org/10.1023/A:1016279602893.
• Yang, C., Nay, S., & Hoyle, R. H. (2010). Three approaches to using lengthy ordinal scales in structural equation models: Parceling, latent scoring, and shortening scales. Applied Psychological Measurement, 43, 122-142. https://doi.org/10.1177/0146621609338592.
• Author, (2020),
• Author, (2020a),
• Zullig, K. J., Huebner, E. S., & Patton, J. M. (2011). Relationships among school climate domains and school satisfaction. Psychology in the Schools, 48(2), 133-145. https://doi.org/10.1002/pits.20532.
• Whitley, A. M., Huebner, E. S., Hills, K. J., & Valois, R. F. (2012). Can students be too happy in school? The optimal level of school satisfaction. Applied Research in Quality of Life, 7(4), 337-350. https://doi.org/10.1007/s11482-012-9167-9.