Predictors of Subjective Well-Being: Interpersonal Sensitivity, Close Relationship Experiences and Academic Self-Concept
Abstract
The emphasis on well-being in mental health definitions and the impact of positive psychology studies, it is observed that the interest in the factors explaining the subjective well-being (happiness) of individuals is increasing day by day. Subjective well-being involves cognitive and emotional evaluation of life. These evaluations may vary from one area of life to another and may have positive or negative effects on happiness. For this reason, numerous studies have focused on the relationship between subjective well-being and various aspects of life domains including friendship, romantic relationships, and academic achievement. However, it is noteworthy that the extent and priority of how the dynamics of various life domains collectively contribute to individuals' subjective well-being have not yet to been sufficiently clarified. From this point of view, the present study aimed to investigate the predictive role of the subcomponents of university students' interpersonal sensitivity, academic self-perception and attachment-based experiences in close relationship in their subjective well-being and to determine the priority status of these factors. The participants of the study consisted of 410 (235 female, 175 male) university students between the ages of 18-25. As a result of the correlation analysis, statistically significant relationships were found between all of the sub-dimensions of interpersonal sensitivity, academic self and experiences in close relationship and subjective well-being. The results of the stepwise regression analysis revealed four statistically significant models to explain subjective well-being. At each stage, when the effects of the sub-dimensions included in the previous model were controlled, the explanatory levels of the variables included in the model for subjective well-being were 30% for lack of social self-confidence, 12% for academic effort, 3% for interpersonal anxiety and dependency, and 4% for non-assertive behaviors, respectively. The findings were discussed and supported by the explanations and findings in the literature.
Keywords
Predictors of Subjective Well-Being: Interpersonal Sensitivity, Close Relationship Experiences and Academic Self-Concept
Öz
The emphasis on well-being in mental health definitions and the impact of positive psychology studies, it is observed that the interest in the factors explaining the subjective well-being (happiness) of individuals is increasing day by day. Subjective well-being involves cognitive and emotional evaluation of life. These evaluations may vary from one area of life to another and may have positive or negative effects on happiness. For this reason, numerous studies have focused on the relationship between subjective well-being and various aspects of life domains including friendship, romantic relationships, and academic achievement. However, it is noteworthy that the extent and priority of how the dynamics of various life domains collectively contribute to individuals' subjective well-being have yet to be adequately clarified. From this point of view, the present study aimed to investigate the predictive role of the subcomponents of university students' interpersonal sensitivity, academic self-perception and attachment-based experiences in close relationship on their subjective well-being and to determine the priority status of these factors. The participants of the study consisted of 410 (235 female, 175 male) university students between the ages of 18-25. As a result of the correlation analysis, statistically significant relationships were found between all of the sub-dimensions of interpersonal sensitivity, academic self and experiences in close relationship and subjective well-being. The results of the stepwise regression analysis revealed four statistically significant models to explain subjective well-being. At each stage, when the effects of the sub-dimensions included in the previous model were controlled, the explanatory levels of the variables included in the model for subjective well-being were 30% for lack of social self-confidence, 12% for academic effort, 3% for interpersonal anxiety and dependency, and 4% for non-assertive behaviors, respectively. The findings were discussed and supported by the explanations and findings in the literature.
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