The Influence Of Family Satisfaction And School Satisfaction Towards Psychological Well-Being Among High School Students In Iran
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Date
2015
Authors
Sadeghi, Minoo
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Abstract
This study aims to examine students’ psychological well-being based on family and school satisfaction. Family satisfaction is influenced by cohesion, flexibility and communication. On the other hand, school satisfaction is influenced by attitude towards school, attitude towards teacher, academic self-perception, goal valuation, and motivation. According to the aim of this study the following objectives were to be fulfilled. First, the level of psychological well-being of students had to be determined. Secondly, an attempt was made to identify the differences of the status of students’ psychological well-being based on gender and age group. Next, the study examined the contribution of cohesion, flexibility and communication towards the variation of students’ psychological well-being. Finally, academic self-perception, motivation, attitude towards school, attitude towards teacher and goal valuation were examined with regard to their contributions to students’ psychological well-being. Three models that support theoretic argument of this study were used. Ryff‘s model that defends psychological well-being argument, Circumplex Model that asserts family satisfaction subject and, finally, McCoach’s model that supports the argument of school satisfaction. The samples comprised 376 high school students with the age ranging between 15, to 18 years old in Khomeinishahr, Iran, chosen by random stratified sampling technique. The methods used in this study included independent samples t-test, one-way ANOVA, and multiple hierarchical regressions. The results of this study revealed that the students’ psychological well-being is at a moderate state and, in this regard, age was a significant factor as the students of 15 and 16 years old are in a better state of psychological well-being than the 18 year old age group. However, gender is insignificant. The findings also showed family satisfaction constructs (cohesion, flexibility and communication) and school satisfaction constructs (academic self-perception, motivation, attitude towards teacher, and goal valuation) contribute significantly towards the variance of psychological well-being. From the obtained results, this study suggests that family’s ability to create a balance between cohesion, flexibility, and communication among its members should be improved by enhancing knowledge of parents. This study also recommends an opportunity to develop students’ cognitive abilities and motivation in order to intensify self-perception and motivation by providing teenagers a good chance to participate in extracurricular activities or developing programs, which helps students express their own ideas or thoughts. Moreover, a fruitful and friendly communication between teachers and students should be created by developing teachers’skills, attitudes and knowledge of students’ emotional needs. This study also suggests that the obstacles and problems hindering the promotion of students’ psychological well-being should be explored, identified and solved. Finally, in order to increase students’ psychological well-being, it is suggested that the conditions of other sources community such as economic and social conditions, individual freedom and social, as well as personal security and civil rights should be examined.
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Education