Zeitschriftenartikel: „SUBJECTIVE WELL-BEING OF A TEACHER“

1

Farhah, Irsyad, Airin Yustikarini Saleh und Shahnaz Safitri. „The role of student-teacher relationship to teacher subjective well-being as moderated by teaching experience“. Journal of Education and Learning (EduLearn) 15, Nr. 2 (01.05.2021): 267–74. http://dx.doi.org/10.11591/edulearn.v15i2.18330.

Der volle Inhalt der Quelle

Annotation:

A good relationship between teachers and students can positively influence the subjective well-being of teachers. However, in the context of middle school setting, a good relationship with students was considered as an effortful attempt for teacher to maintain which was related to the teacher well-being too. It was said that the more teaching experience the teacher has, the easier for them to navigate their relationship with students. Therefore, this study aimed to test whether the teaching experience moderate the impact of the teacher-student relationship to the teacher subjective well-being. The teacher-student relationship was measured using the Student-Teacher Relationship Scale (STRS), while the teacher subjective well-being was measured by the Teacher Subjective Well-Being Questionnaire (TSWQ). Respondents in this study were 289 teachers at the middle school level from both junior high school and senior high school or equivalent. The analysis technique used was a simple moderation analysis. The result showed that there was a positive relationship between the teacher-student relationship, the teacher subjective well-being, and teacher experience. However, this study indicated that there was no moderation role of the teaching experience in weakening or strengthening the close teacher-student relationship impact on the teacher well-being.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

2

Manasia, Loredana, Andrei Pârvan und Melania Macovei. „Towards a Model of Teacher Well-Being from a Positive Emotions Perspective“. European Journal of Investigation in Health, Psychology and Education 10, Nr. 1 (21.02.2020): 469–96. http://dx.doi.org/10.3390/ejihpe10010035.

Der volle Inhalt der Quelle

Annotation:

Teacher well-being represents a key factor in assuring the quality of learning in terms of both process and outcomes. Despite a growing literature addressing the role of job demands and job resources in teacher well-being, fewer studies have focused on the effect of individual variables. The present paper aims at developing a teacher well-being model using self-efficacy and teaching emotions such as enjoyment of teaching, anger and anxiety to explain the influence of job demands and job resources on teachers’ subjective happiness. A cross-sectional quantitative design was applied to a sample of 1092 Romanian pre-university teachers. The participants completed a self-report questionnaire. Descriptive statistics, factor analysis and structural equations modelling were used to analyse the data. The findings indicate significant paths between the variables included in the model. Thus, job resources have a considerable positive influence on the enjoyment of teaching and the teachers’ subjective happiness, having a more powerful effect than personal resources, namely self-efficacy. In turn, perceived self-efficacy mediates the effect of job demands on teaching emotions and subjective well-being. It is argued that the enjoyment of teaching has a notable effect on teachers’ general well-being.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

3

Rosada, Admila. „The Effectivity Of Empathic Love Therapy To Increase Subjective Well-Being And Teacher Readiness In Inclusive School“. Al-Bidayah: Jurnal Pendidikan Dasar Islam 11, Nr. 2 (11.01.2020): 248–63. http://dx.doi.org/10.14421/al-bidayah.v11i2.282.

Der volle Inhalt der Quelle

Annotation:

Inclusive education has been done in Indonesia since Law on the National Education System Number 20 the year 2003 is declared. Implementation evaluation of this inclusive education shows that teacher’s readiness in conducting inclusive classroom is still in a low level, whereas the teacher is one of the four pillars in education. The teacher feels hard to facilitate special educational needs children, so influence his/her subjective wellbeing. The education ministry has organized some technical training about inclusive education. Some research shows that the training is only focused on the theory, regulation, and technical implementation, so no session facilitates the teacher’s affection domain. Empathic Love Therapy is a therapy series with a transpersonal approach to recognize self. This research aims to know the effectiveness of Empathic Love Therapy in increasing teacher subjective wellbeing and readiness in inclusive school settings. Research instrument to collecting data uses subjective wellbeing scale and teacher readiness scale. The subjects in this research are ten shadow teachers from Yogyakarta Inclusive School Forum. The result of this research shows that Empathic Love Therapy is useful in increasing teacher subjective wellbeing, but it is not sufficient to increase teacher’s readiness to conduct inclusive classrooms. The description of this result is explained in the discussion chapter.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

4

Suldo, Shannon M., Allison A. Friedrich, Tiffany White, Jennie Farmer, Devon Minch und Jessica Michalowski. „Teacher Support and Adolescents' Subjective Well-Being: A Mixed-Methods Investigation“. School Psychology Review 38, Nr. 1 (01.03.2009): 67–85. http://dx.doi.org/10.1080/02796015.2009.12087850.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

5

Gluyas Fitch, Rosa Isela, Yutzil Tania Cadena Pedraza, María del Carmen Romero Sánchez Sánchez und Monica Georgina Cinco Basurto. „Measuring the Subjective Well-being of Teachers“. Journal of Educational, Health and Community Psychology 6, Nr. 3 (18.12.2017): 25. http://dx.doi.org/10.12928/jehcp.v6i3.8316.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

6

Izdenczyová, Nikoleta. „Burnout and subjective well-being of teachers“. e-Pedagogium 12, Nr. 1 (01.02.2012): 46–60. http://dx.doi.org/10.5507/epd.2012.005.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

7

Poulou, Maria S. „Students’ adjustment at school: The role of teachers’ need satisfaction, teacher–student relationships and student well-being“. School Psychology International 41, Nr. 6 (24.08.2020): 499–521. http://dx.doi.org/10.1177/0143034320951911.

Der volle Inhalt der Quelle

Annotation:

This study investigated how teachers’ perceptions of their psychological need stisfaction, teacher-student relationships and students’ perceptions of well-being relate to students’ emotional and behavioral difficulties. One-hundred eighty-three elementary teachers with an average of 23 years of teaching experience, completed the Basic Need Satisfaction at Work Scale, the Student-Teacher Relationships Scale, and the Strengths and Difficulties Questionnaire. Seventy-five students aged 11 years old, completed the Subjective Well-Being measure and the Strengths and Difficulties Questionnaire. SEM analyses revealed that teachers’ perceptions of need satisfaction and students’ perceptions of well-being were not associated with students’ emotional and behavioral difficulties. Rather, teacher-student relationships were robust predictors of these difficulties. Findings and implications for research and practice are discussed.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

8

García-Moya, Irene, Fiona Brooks, Antony Morgan und Carmen Moreno. „Subjective well-being in adolescence and teacher connectedness: A health asset analysis“. Health Education Journal 74, Nr. 6 (30.10.2014): 641–54. http://dx.doi.org/10.1177/0017896914555039.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

9

Zach, Sima, und Varda Inglis. „The Relationships Between Personality Traits, Subjective Well-Being, and Academic Achievements Among Physical Education Teacher Education Students“. Journal of Cognitive Education and Psychology 18, Nr. 1 (01.01.2019): 52–66. http://dx.doi.org/10.1891/1945-8959.18.1.52.

Der volle Inhalt der Quelle

Annotation:

The aim of this study was to portray a model that describes the relationships between personality traits, life satisfaction, positive and negative affects, stress, and academic achievements among physical education teacher education students. Participants were 173 first-year students. Four questionnaires were used to collect data: The Big Five Personality Inventory; the five-item Satisfaction with Life Scale; the Positive and Negative Affect Schedule; and the Perceived Stress Scale. In addition, the students' average grades were calculated. A Structural Equation Modeling for analyzing the structural model was performed. According to the model, 47% of the variance in subjective well-being is explained by personality traits, and 23% of the variance in academic achievement is explained by subjective well-being and the direct and indirect effects from the personality traits. Our study provides an understanding of the predictive power of personality traits and subjective well-being on academic achievements of physical education student teachers.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

10

Urhahne, Detlef, und Mingjing Zhu. „Accuracy of teachers' judgments of students' subjective well-being“. Learning and Individual Differences 43 (Oktober 2015): 226–32. http://dx.doi.org/10.1016/j.lindif.2015.08.007.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

11

Skachkova, Lyudmila, und Lyudmila Klimenko. „Subjective well-being of teachers in modern Russian universities“. SHS Web of Conferences 72 (2019): 03044. http://dx.doi.org/10.1051/shsconf/20197203044.

Der volle Inhalt der Quelle

Annotation:

Based on applied research, the article analyzes the indicators of subjective well-being of scientific and pedagogical workers of leading Russian universities. The empirical basis of the study is the results of 8 focus groups with the participation of over 60 university employees and the data of a mass survey of 246 teachers from federal universities. The concept of research on subjective well-being includes the study of a person's cognitive affective assessment of various aspects of his life. The results of the study show that among the university staff surveyed, situational positive emotions prevail over negative feelings, and the level of happiness is slightly higher than the average for the Russian population as a whole. At the level of the cognitive component, quite critical assessments by university teachers of their socio-economic status and working conditions are recorded. However, the importance of economic well-being for university staff is inferior to the values of interesting work, realization of abilities, and recognition of colleagues and students. At the same time, modern education reforms can negatively affect the professional well-being of university employees, as the workload is growing the risks are increasing with the risks of switching to a part-time job or job loss.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

12

Bortes, Cristian, Susanne Ragnarsson, Mattias Strandh und Solveig Petersen. „The Bidirectional Relationship Between Subjective Well-Being and Academic Achievement in Adolescence“. Journal of Youth and Adolescence 50, Nr. 5 (06.03.2021): 992–1002. http://dx.doi.org/10.1007/s10964-021-01413-3.

Der volle Inhalt der Quelle

Annotation:

AbstractThe well-being of young people in relation to their school performance has received increased attention in recent years. However, there is a lack of knowledge about the longitudinal and reciprocal relationship between adolescents’ subjective well-being and their academic achievements. The current study examined the bidirectional relationship between subjective well-being and academic achievement across two timepoints (T1 and T2) during the course of mid to late adolescence, i.e., in school year 9 (age 15), and school years 11–12 (ages 17–18). The study also investigated variation in the association as a function of adolescent gender. Data on subjective well-being and teacher-assigned school grades of 723 adolescents (48.7% girls) residing in Sweden were analyzed by estimating a series of cross-lagged path models. The findings suggest gender differences in the relationship as no associations were found among boys. Support for a bidirectional relationship between the constructs was only found for girls. For girls, higher subjective well-being at T1 was associated with higher academic achievements at T2, while higher academic achievements at T1 was associated with lower subjective well-being at T2. These findings highlight that the subjective well-being of adolescent girls may be important for their ability to perform at school, but their academic achievements may also inflict negatively on their subjective well-being.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

13

Thohiroh, Hasna, Langgersari Elsari Novianti und Whisnu Yudiana. „Peranan Persepsi Dukungan Sosial terhadap Kesejahteraan Subjektif di Sekolah pada Siswa Pondok Pesantren Modern“. Psympathic : Jurnal Ilmiah Psikologi 6, Nr. 2 (31.12.2019): 131–44. http://dx.doi.org/10.15575/psy.v6i2.5323.

Der volle Inhalt der Quelle

Annotation:

Social support is important to predict subjective well-being in school for students, especially support from friends, parents, and teachers. Students who study at Modern Islamic Boarding, they interact with friends and teachers more often than with parents. The purpose of this study to examine the role of perceived social support from friends, parents, and teachers to enhace subjective well-being in school, and also with each dimension of subjective well-being in school, school satisfaction and affect in school. Participants in this study (N = 264) were a junior high school in grades 7 and 8 in one of the Modern Islamic Boarding School in West Java. The data was obtained using a questionnaire. A multiple regression and path analysis were used to analyze the data. The results shows that perceived social support from friends and teacher has positive impact to subjective well-being in school, while perceived social support from parents is not significantly correlated. Futhermore, perceived social support from friends also has a positive role to enhace school satisfaction and affect in school, perceived social support from teacher significantly correlated with school satisfaction but not with affect in school. The limitation of the study and suggestion for future research were discussed.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

14

Wei, Mei-Hue. „Multiple Abilities and Subjective Well-Being of Taiwanese Kindergarten Teachers“. Social Behavior and Personality: an international journal 41, Nr. 1 (01.02.2013): 7–16. http://dx.doi.org/10.2224/sbp.2013.41.1.7.

Der volle Inhalt der Quelle

Annotation:

In this study I analyzed self-rated subjective well-being and multiple abilities of 1,200 Taiwanese kindergarten teachers who came from various backgrounds. Results showed that levels of social intelligence, practical intelligence, and teaching efficacy were significantly higher for the kindergarten teachers who were married than they were for the kindergarten teachers who were not married. In addition, kindergarten teachers who had religious beliefs scored significantly higher on the scale of subjective well-being than did those who had no religious beliefs. Furthermore, the results indicated significant relationships among teachers' multiple abilities and their subjective well-being.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

15

Fox, Harriet B., Elizabeth D. Tuckwiller, Elisabeth L. Kutscher und Heather L. Walter. „What Makes Teachers Well?“ Journal of Interdisciplinary Studies in Education 9, Nr. 2 (03.08.2020): 233–57. http://dx.doi.org/10.32674/jise.v9i2.2170.

Der volle Inhalt der Quelle

Annotation:

Using a longitudinal convergent-mixed-methods approach, researchers explored how secondary special education teachers understand and experience well-being in their work as educators. Researchers were interested in how teachers’ reported levels of well-being, as well as interpretations of well-being, shifted over the course of the school year. Evidence from this study suggests that teachers’ subjective experiences matter, but the contexts in which they teach can shift their experiences, which may be connected to overall well-being. Simply reducing stressors and/or burnout will not necessarily result in improved well-being for teachers. School-wide efforts to improve relationships within the school building, providing space for teacher leadership, explicitly naming shared values, and recognizing the emotional calendar of the school year may facilitate teachers’ well-being.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

16

Ul Hassan, Mehboob. „EMOTIONAL INTELLIGENCE AND SUBJECTIVE WELL BEING: EXPLORATION OF TEACHERS’ BURNING DILEMMA“. Problems of Psychology in the 21st Century 13, Nr. 2 (12.12.2019): 101–12. http://dx.doi.org/10.33225/ppc/19.13.101.

Der volle Inhalt der Quelle

Annotation:

Emotional intelligence and subjective well-being have stirred considerable attention in academic and professional discipline of psychology. Research yielded emotional intelligence as potential variable to explain emotional upheavals in working domains; subjective well-being. Connection between emotional intelligence and contemporary domain of positive psychology, especially in the spectrum of subjective well-being are debateable for researchers. Present research conducted to explore association between subjective well-being and emotional intelligence among the teachers of public colleges of Lahore. Sample of the research consisted of 716 teachers; 324 male and 392 females conveniently selected from 20 colleges; 10 male and 10 female colleges of District Lahore. Data were collected through administering Emotional Quotient Inventory: Adult Version (Bar-On, 1997) consisted of 117 items divided into five components. Measure of Happiness Questionnaire was adopted to gauge the subjective well-being of teachers. Reliability of the instruments was confirmed in SPSS by calculating Cronbach’s Alpha scores; .955 and .795 respectively. Data was collected from the respondents after getting permission from heads of the institutions. Normality of the data were calculated in SPSS by using Shapiro-Wilk’s test, p>.05, n<2000. Findings report a large positive correlation between teachers’ emotional intelligence and their subjective well-beings, and there exists a significant small correlation between emotional intelligence and gender. Research recommends that heads of the institutions need to arrange trainings, conduct seminars and ensure presence of motivational speakers to enhance male and female college teachers’ well- being focusing their emotions towards constructive tasks. Keywords: burning dilemma, college teachers, emotional intelligence, subjective well beings.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

17

Mameli, Consuelo, Roberta Biolcati, Stefano Passini und Giacomo Mancini. „School context and subjective distress: The influence of teacher justice and school-specific well-being on adolescents’ psychological health“. School Psychology International 39, Nr. 5 (19.08.2018): 526–42. http://dx.doi.org/10.1177/0143034318794226.

Der volle Inhalt der Quelle

Annotation:

Notwithstanding the large consensus on the idea that justice should be favoured in school contexts to promote student well-being, there is still a lack of research that has investigated how the experience of justice at school spreads impact on global adolescent psychological health. The aim of this study is to investigate the degree to which the experience of teacher (in)justice is possibly related to some of the indicators of adolescent global psychological health, namely individual and social functioning, psychological problems, and somatic symptoms. We also test the role of two components of school-specific well-being, i.e., emotional engagement and classroom connectedness, here considered as potential mediators between teacher justice and psychological health. Structural equation modelling indicated that teacher justice is positively associated with emotional engagement, classroom connectedness and individual functioning, and negatively related to psychological problems. The relation from teacher justice to individual functioning was partially mediated by emotional engagement and classroom connectedness. The relation from teacher justice to social functioning and somatic symptoms was fully mediated by classroom connectedness, while a partial mediation was found between teacher justice and psychological problems via classroom connectedness. These results are commented at the light of their implications for teacher practices.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

18

Heidmets, Mati, und Kadi Liik. „SCHOOL PRINCIPALS’ LEADERSHIP STYLE AND TEACHERS’ SUBJECTIVE WELL-BEING AT SCHOOL“. Problems of Education in the 21st Century 62, Nr. 1 (15.12.2014): 40–50. http://dx.doi.org/10.33225/pec/14.62.40.

Der volle Inhalt der Quelle

Annotation:

There is a widely recognized concern over the poor reputation of the teaching profession and lack of attractiveness of the school as a workplace. The aim of this study is to ascertain to what extent the leadership style of the school principal is related to the set of variables describing different aspects of teachers’ wellbeing at the school - teachers’ burnout, job insecurity, teachers’ emotional and cognitive identification with the school and turnover intentions. 305 teachers working in 12 public schools in Estonia were surveyed. Results indicate that the more transformational leadership style prevails over transactional leadership style, the stronger affective and cognitive identification with their school teachers perceive, while the level of teachers’ job insecurity and burnout is lower and they consider the likelihood of leaving their school smaller. Thus, the school principals’ leadership style can be considered as a factor shaping the teachers’ wellbeing at school as well as their emotional attachment to the school as a workplace. Key words: burnout, job insecurity, organizational identification, transformational and transactional leadership, turnover intentions.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

19

Mankin, Ariel, Nathaniel von der Embse, Tyler L. Renshaw und Shannon Ryan. „Assessing Teacher Wellness: Confirmatory Factor Analysis and Measurement Invariance of the Teacher Subjective Wellbeing Questionnaire“. Journal of Psychoeducational Assessment 36, Nr. 3 (03.05.2017): 219–32. http://dx.doi.org/10.1177/0734282917707142.

Der volle Inhalt der Quelle

Annotation:

Previous research demonstrates that there is an association between effective teaching and teachers’ positive psychological functioning at work. The current study explores the factor structure of the Teacher Subjective Wellbeing Questionnaire (TSWQ), which is a brief measure of two key dimensions of teachers’ positive psychological functioning: school connectedness and teaching efficacy. Confirmatory factor analysis was conducted on TSWQ responses from a sample of 1,883 teachers across eight states, with results suggesting that the TSWQ is a structurally valid measure of its two purported teacher well-being constructs. Furthermore, measurement invariance analyses reveal that the factor structure of the TSWQ stays consistent across elementary, middle, and high school teachers. Taken together, findings from the current study further support the technical adequacy and, by extension, the applied use of the TSWQ in schools to screen for intervention, measure outcomes, and monitor progress.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

20

B, TAMILSELVI, und THANGARAJATHI S. „SUBJECTIVE WELL-BEING OF SCHOOL TEACHERS AFTER YOGA – AN EXPERIMENTAL STUDY“. i-manager’s Journal on Educational Psychology 9, Nr. 4 (2016): 27. http://dx.doi.org/10.26634/jpsy.9.4.5974.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

21

Mahipalan, Manju, und Sheena S. „Workplace spirituality, psychological well-being and mediating role of subjective stress“. International Journal of Ethics and Systems 35, Nr. 4 (11.11.2019): 725–39. http://dx.doi.org/10.1108/ijoes-10-2018-0144.

Der volle Inhalt der Quelle

Annotation:

Purpose The purpose of this study is to assess the impact of spirituality on subjective stress and psychological well-being (PWB). Additionally, the study also examines the mediating role of stress in the spirituality – well-being relationship. Design/methodology/approach The study is quantitative in nature. Data were collected from 322 secondary school teachers using a structured questionnaire. Partial least squares based structural equation modelling was used to analyse the data. Findings Results indicated a positive relationship between spirituality and PWB but an inverse relationship between job stresses. Also, subjective stress was found to be a significant mediator in the relationship between spirituality and well-being. Social implications The inner resource of spirituality among teachers can be tapped to cope with perceived stress levels thereby augmenting a sense of well-being. Psychologically clear and receptive minds are indispensable in the process of teaching. Originality/value The present study combines the evolving construct of workplace spirituality with PWB and subjective stress, which are under explored in the social sector.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

22

Alves, Regina, Teresa Lopes und José Precioso. „Teachers' well-being in times of Covid-19 pandemic: factors that explain professional well-being“. IJERI: International Journal of Educational Research and Innovation, Nr. 15 (29.07.2020): 203–17. http://dx.doi.org/10.46661/ijeri.5120.

Der volle Inhalt der Quelle

Annotation:

This cross-sectional study was aimed to describe and analyse factors related to the professional well-being of Portuguese teachers during the COVID-19 pandemic. A previously validated, anonymous and online questionnaire was applied to a non-probabilistic sample of Portuguese teachers. In addition to the socio-demographic and professional variables, the questionnaire measured subjective and professional well-being, satisfaction with the education system and future perspectives regarding the professional circumstances. The psychometric characteristics of the questionnaire were analysed, the t-test and ANOVA were used to analyse the differences between the main variables and the socio-demographic and professional characteristics, along with the generalized linear model in order to more precisely determine the predicting factors of teachers' professional well-being. The results showed that the majority of respondents have a moderately positive perception of well-being. Teachers were satisfied with the education system before the pandemic. The pandemic has reduced the perception of well-being in the face of the profession, creating some concern among teachers about their professional future. Sex, length of service, well-being, perceptions of teaching difficulties and future perspectives proved to be predictors of professional well-being in times of pandemic. This study provided scientific bases for the development of interventions that improve the professional well-being of teachers, which focus on emotional management and the development of digital skills in teachers with long careers. This piece of research concluded with thorough evidence that there is a need for further and stronger investment in public policies for the reform and, consequently, for the renewal of the teaching class.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

23

Ilisko, Dzintra, Jeļena Badjanova und Svetlana Ignatjeva. „TEACHERS’ ENGAGEMENT WITH WORK AND THEIR PSYCHOLOGICAL WELL-BEING“. SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 5 (20.05.2020): 102. http://dx.doi.org/10.17770/sie2020vol5.4981.

Der volle Inhalt der Quelle

Annotation:

A number of studies are focusing on interrelations that exist between teachers’ subjective well-being and financial well-being, occupational stress and other factors that influence teachers’ happiness at work. The aim of this study is to explore the factors influencing teachers’ psychological well-being. This involves teachers’ engagement with their professional development. Psychological well-being is conceptualized as a psychological state of mind of teachers in balancing expectations and ability to meet those requirements, a desire for a mindful and meaningful involvement with their work, as well as resilience and competency to deal with the challenging requirements at the workplace. Teachers’ well-being and happiness at work positively influences their performance and a well-being of pupils as well. As a rule, teachers’ profession is associated with high stress, heavy workload, high demands on management in the classroom, high demands on pupils’ academic achievements, and the additional pressure placed on teachers’ engagement with further education. The authors carried out a questionnaire among the teachers from Latvia (n=247). They filled in a questionnaire on a voluntary basis about their subjective well-being in relations to their involvement with the pedagogical work. The authors explored correlation between teachers’ engagement with the research, their educational level, involvement in administrative work, teachers’ personal growth, their view on pupils as open systems and their well-being. It was concluded that all teachers who took part in this study is a relatively homogenous group. Considering their diverse experience of work, educational level and involvement with the scientific and administrative work, their psychological wellbeing can be evaluated higher as average.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

24

Ismail, Afifah Nurjannah, und Whisnu Yudiana. „Studi Komparasi Subjective Well Being pada Siswa Pesantren Modern dan Siswa Madrasah Aliyah“. Jurnal Psikologi Islam dan Budaya 3, Nr. 1 (30.04.2020): 13–22. http://dx.doi.org/10.15575/jpib.v3i1.5689.

Der volle Inhalt der Quelle

Annotation:

The objective of this study is to compare the level of subjective well-being in students who attend Islamic education, namely Modern Pesantren and Madrasah Aliyah. The two schools have differences in the form of curriculum, teaching-learning process, rules, school environment, and the relationship between students and teachers that have the potential to influence subjective well-being in students. This study used a survey approach with 79 students from Modern Pesantren and 92 Madrasah Aliyah students who were in first and second level students. Brief Adolescents’ Subjective Well-Being in School Scale was used in this research, which consists of eight items. Data were analyzed using Mann-Whitney test that showed no significant difference found on the level of subjective well-being in students attending Pesantren Modern and Madrasah Aliyah students. This result indicates that the two forms of education did not give a different effect on subjective well-being. Moreover, most of the students have subjective well-being is at a moderate level.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

25

Mauna, Mauna, und Puspa Irmandari Kurnia. „PENGARUH PERSEPSI DUKUNGAN SOSIAL TERHADAP SUBJECTIVE WELL-BEING PADA GURU HONORER SEKOLAH DASAR NEGERI DI JAKARTA UTARA“. JPPP - Jurnal Penelitian dan Pengukuran Psikologi 7, Nr. 2 (25.11.2018): 76–80. http://dx.doi.org/10.21009/jppp.072.03.

Der volle Inhalt der Quelle

Annotation:

This reasearch was conducted to find out the effect of perceived social support toward subjective well-being on elementary honorary teachers in North Jakarta. Incidental sampling was used as technique sampling with 135 elementary honorary teachers as sample. Multidimensional Scale Perceived Social Support (MSPSS) was used to measure perceived social support, meanwhile the subjective well-being measured by Satisfaction With Life Scale (SWLS) and Scale of Positive and Negative Experience (SPANE). The result show that perceived social support gives significant influence toward subjective well-being, which is 5,4%. As the influenced or result is positive, it means higher perceived social support higher subjective well-being on elementary honorary teachers in North Jakarta and vice verca

APA, Harvard, Vancouver, ISO und andere Zitierweisen

26

Albuquerque, Isabel, Margarida Pedroso de Lima, Cláudia Figueiredo und Marcela Matos. „Subjective Well-Being Structure: Confirmatory Factor Analysis in a Teachers’ Portuguese Sample“. Social Indicators Research 105, Nr. 3 (28.01.2011): 569–80. http://dx.doi.org/10.1007/s11205-011-9789-6.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

27

Rudenko, Oksana. „Theoretical aspects of the problem of psychological well-being of modern teachers“. HUMANITARIUM 41, Nr. 1 (30.12.2019): 128–35. http://dx.doi.org/10.31470/2308-5126-2019-41-1-128-135.

Der volle Inhalt der Quelle

Annotation:

The article presents the results of theoretical research of the problem of psychological well-being, personal qualities of the teacher highlights as the main markers that determine the choice of the positive functioning of the teacher and provide his psychological well-being. The specificity of motivating and stabilizing personal qualities highlighted in the context of personality-professional development of the teacher.The article analyzes «job satisfaction» as a component of the teacher’s subjective well-being, that reflects personal well-being in professional employment and provide its professional identity. In relation to pedagogical activity, satisfaction is determined by the relationship between the motivational value sphere of the teacher’s personality and the possibility of success of the activity in implementing the leading motives and acts like the main psychological mechanism of the behavioral substructure of self-consciousness. Emotional intelligence and developed social skills are also determinants of psychological teacher’s well-being. The problem of health are substantiated (physical, mental and social) as a professional category of well-being, the measure of a person’s ability to act as an active subject of his professional activity is substantiated; the concept of psychological status are expanded in the context of mental health of personality. The specifics of the educational environment as a system of relations of all subjects of professional activity is determined by an important determinant of psychological teacher’s well-being, which determines the success of the disclosure of their potential, satisfaction of the need for self-realization.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

28

Ratnik, Marika, und Eha Rüütel. „SCHOOL FACTORS AFFECTING ESTONIAN STUDENTS’ SUBJECTIVE WELL-BEING AT THE BASIC SCHOOL“. Problems of Education in the 21st Century 75, Nr. 6 (15.12.2017): 599–611. http://dx.doi.org/10.33225/pec/17.75.599.

Der volle Inhalt der Quelle

Annotation:

This research focuses on the personal well-being of basic school students and on the school environment factors affecting it. The authors were also interested to know whether there are any differences between two age groups (6th grade and 9th grade) in the perception of the school environment and school relations. The research included 934 students (426 boys and 508 girls) aged 12 to 17 years. The well-being was measured by the WHO-5 Well-Being Index; school factors included perceived school relationships, perceived learning environment and academic performance. The indicators differentiating between the groups with low and high well-being were: obtaining help from the school, the pleasantness of lessons, relationships with teachers, and relationships with schoolmates. In both age groups, higher well-being was predicted by relationships with teachers and schoolmates, obtaining help from the school, and parents’ relationships with the school. The results indicated that students establish relationships supporting their well-being not only in their class. It is rather the wider communication culture in the school that supports the students’ well-being. The results also indicate the wider effect of school relationships in that the factor of obtaining help from the school (the school`s pro-social organization) is more significant for the students’ well-being that the pro-social behaviour of the classmates. Keywords: adolescence academic performance, perceived school relationships, perceived learning environment, subjective well-being.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

29

Jalali, Zohreh, und Alireza Heidari. „The Relationship between Happiness, Subjective Well-Being, Creativity and Job Performance of Primary School Teachers in Ramhormoz City“. International Education Studies 9, Nr. 6 (26.05.2016): 45. http://dx.doi.org/10.5539/ies.v9n6p45.

Der volle Inhalt der Quelle

Annotation:

<p class="apa">The research aimed to investigate the relationship between happiness, subjective well-being, creativity and job performance of primary school teachers in Ramhormoz City. Hence, a sample of 330 individuals was selected through random stratified sampling. The research tools included Oxford Happiness Inventory, Subjective Well-being Scale by Keyes and Magyarmv, Creativity Inventory by Randsip and Patterson Job Performance Inventory. The research employed a correlational method and the data were analyzed using Pearson correlation coefficient and multiple regression analysis. Results indicated that, there is significant relationship between happiness, subjective well-being, creativity and job performance of primary school teachers in Ramhormoz City. The results of regression analysis indicated that, happiness and subjective well-being are the strongest predictors of job performance.</p>

APA, Harvard, Vancouver, ISO und andere Zitierweisen

30

Sakac, Marija, und Mia Maric. „Psychological characteristics as the predictors of subjective well-being in future class and preschool teachers“. Zbornik Instituta za pedagoska istrazivanja 50, Nr. 1 (2018): 93–112. http://dx.doi.org/10.2298/zipi1801093s.

Der volle Inhalt der Quelle

Annotation:

Psychological well-being is a significant determinant of mental health and success in profession of future class and preschool teachers. Hence, it is extremely important to investigate the individual factors that contribute to it. The aim of this research is to determine the contribution of personality traits, self-esteem and the locus of control in predicting the degree of subjective well-being in future class and preschool teachers. The sample included 418 students. The following instruments were used in the research: the Short Subjective Well-being Scale (KSB), the Big Five Plus Two questionnaire (VP+2), Rosenberg?s Self-Esteem Scale and the Scale for Measuring the Locus of Control (LO K IM-2). The results indicate that all three investigated categories of individual factors significantly predict the affective (64% of variance explained) and cognitive component (51% of variance explained) of subjective wellbeing, whereby personality traits proved to be the most important predictors. Neuroticism and extraversion contribute most to positive affectivity (N?=-0,801; E?=- 0,794) and a positive attitude towards life (N?=-0,701; E?=-0,736). The educational implications refer to the possibilities of encouraging and developing those individual personality traits that significantly contribute to subjective well-being of future class and preschool teachers. In this way, we can also contribute to their mental health, which is the necessary precondition of the accomplishment of educational work.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

31

Kardelienė, Laimutė, Asta Šarkauskienė und Darius Masiliauskas. „Subjective Well-Being of Physical Education Teachers and Its Connection to the Attitude towards Social Communication“. Pedagogika 128, Nr. 4 (20.12.2017): 248–57. http://dx.doi.org/10.15823/p.2017.67.

Der volle Inhalt der Quelle

Annotation:

This article analyses the subjective well-being of physical education teachers as well as its connection to the manifestations of attitude towards social communication that can impact educators’ professional activities. In order to carry out the research an independent sample of physical education teachers was constructed. The method of written questionnaire was used. The results allowed to make conclusions on teachers’ subjectively evaluated personal and social wellbeing. It was discovered that those with less work experience and more frequent exercise during their leisure time tend to be more optimistic about their personal wellbeing. Additionally, male physical education teachers were more optimistic about personal wellbeing over the past four weeks than their female counterparts. More optimistic teachers more often support open expression of discontent and rudeness during communication with other people and nagging in the social life. The results show that overall performance of physical education teachers can be guaranteed by their involvement in health-improving activities carried out in their work places, since the well-being of these specialists can be considered as a determinant for life-long health promoting physical activity for the members of society.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

32

Vaičiūnas, Tomas, und Kastytis Šmigelskas. „The Role of School-Related Well-Being for Adolescent Subjective Health Complaints“. International Journal of Environmental Research and Public Health 16, Nr. 9 (06.05.2019): 1577. http://dx.doi.org/10.3390/ijerph16091577.

Der volle Inhalt der Quelle

Annotation:

Background: This study aimed to explore the prevalence of chronic specific-site and multisite pain in adolescents and to investigate how it can possibly be determined by school-related factors. Methods: A population-based cross-sectional study was conducted in 2014 in Lithuania as a Health Behavior in School-Aged Children (HBSC) survey. The sample consisted of 5730 school children, aged 11, 13, and 15 years. The analyzed data focused on the school-related context (relations with family, peers, and teachers; school demand, satisfaction, and bullying) of adolescents and subjective health complaints. The relationships between social support and health complaint variables were estimated using multivariate analyses. Results: The most common subjective health complaint among respondents was a headache. Backache, headache, and stomachache were more common among girls than boys. All somatic complaints were expressed more in younger ages. Multisite complaints were more common among girls and were associated with age—older ones reported more complaints. School-related bullying, school demand, satisfaction, and social support were the most relevant and independent factors for multisite somatic complaints among adolescents.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

33

Wu, Linyan, Insoo Oh und Mingji Li. „The Moderated Mediating Effect of Students’ Stress and Student-Teacher Relationship between Perceived Parenting Style and Subjective Well-being“. Asian Journal of Education 20, Nr. 2 (30.06.2019): 349–76. http://dx.doi.org/10.15753/aje.2019.06.20.2.349.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

34

Sahin, Irem, und Oguzhan Kirdok. „Investigation of Relationship between High School Students’ Career Adaptability, Subjective Well-Being and Perceived Social Support“. International Education Studies 11, Nr. 8 (28.07.2018): 127. http://dx.doi.org/10.5539/ies.v11n8p127.

Der volle Inhalt der Quelle

Annotation:

The purpose of this study is to examine the relationship between high school students’ social support, career adaptability and subjective well-being that are perceived from their family, teachers and friends. The study group consisted of 325 students (193 girls, 132 males) in three secondary schools located in Cukurova and Yuregir districts of Adana city. The data were collected through Career Adaptability Scale, Life Satisfaction Scale, Positive and Negative Affect Schedule and Perceived Social Support Scale and Personal Information Form developed by the researchers to reach the demographic information of the participants. A path analysis was conducted within the framework of structural equation modeling to investigate the relationship between social support, career adaptability and subjective well-being that the students perceived. Data analysis was done through SPSS and AMOS package programs. Correlation coefficients of arithmetic mean, standard deviation, pearson moment analysis were calculated, and path analysis was performed based on the observed variables. The research findings show that there is a significant relationship between subjective well-being, career adaptability and perceived social support. The perceived social support from family, teachers and friends are variables that predict the career adaptability of high school students. Career adaptability has also been found to be a significant predictor of subjective well-being.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

35

Chan, David W. „Gratitude, gratitude intervention and subjective well‐being among Chinese school teachers in Hong Kong“. Educational Psychology 30, Nr. 2 (14.01.2010): 139–53. http://dx.doi.org/10.1080/01443410903493934.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

36

覃, 雪儿. „A Survey of Subjective Well-Being of Rural Primary School Teachers in Northwest Guangxi“. Advances in Social Sciences 09, Nr. 03 (2020): 373–80. http://dx.doi.org/10.12677/ass.2020.93057.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

37

Janovská, Anna, Olga Orosová und Jozef Janovský. „Head Teacher’s Social Support, Personality Variables and Subjective Well-Being of Slovak Primary Teachers“. ORBIS SCHOLAE 10, Nr. 3 (22.08.2017): 71–87. http://dx.doi.org/10.14712/23363177.2017.11.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

38

Fischer, Britta, Miriam Bisterfeld und Oliver Staab. „Individual’s Patterns of Commitment, Resilience and Subjective Well-being of Prospective Physical Education Teachers“. Australian Journal of Teacher Education 43, Nr. 2 (Februar 2018): 39–55. http://dx.doi.org/10.14221/ajte.2018v43n2.3.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

39

Boldyreva, T. A., L. V. Thorzhevskaya und O. V. Konopleva. „LATENT ROLE OF THE TEACHER IN THE SUBJECTIVE ASSESSMENT OF THE FAMILY WELL-BEING OF А 7–9 YEARS CHILD“. Vestnik Orenburgskogo gosudarstvennogo universiteta 215, Nr. 3 (2018): 73–82. http://dx.doi.org/10.25198/1814-6457-215-73.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

40

Minchanovska, Oleksandra. „Subjectivity in education – reflections upon teacher-learner relations“. Osvitolohiya, Nr. 6 (2017): 59–64. http://dx.doi.org/10.28925/2226-3012.2017.6.5964.

Der volle Inhalt der Quelle

Annotation:

In the presented study, the educational dialogue is understood as a model of subject-oriented interaction, as a kind of idea which specifies the way of thinking about education. By creating the possibilities of self-expression for its participants, this process shapes the orientation towards the subject of all the participants. However, this can take place only if appropriate conditions are provided for the participants and the teachers are aware of their being role models for their learners. The article deals with the basic models of educational cooperation, namely the model of spontaneous actions of students and their adaptation activity – quasi-objective model; the model of teacher planned events and actions – the object model; the model of coordinated activities of teacher and students – the subjective model.The main criteria for defining those models are: the type of student / teacher activity – from natural, due to their own internal reasons, and inspired to the actions that are directed by the teacher only; correlation between the level of activity of students and teacher – there is a close relationship among them, i.e. the more active teacher is, the less space is left for student activities and vice versa; the nature of relationship between teacher and students as between the two partners.It should also be noticed that due to the nature of the subjective educational communication – direct (student-teacher interaction) or indirect (teacher directs student relationship in class) – there is a possibility of effectively influence on the development of the subjective orientation of every student. This is a teacher's personal example given in personal relations that has an impact on the extent to which children develop consciousness.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

41

Ye, Yinghua, Weihui Mei, Yaoyao Liu und Xiuming Li. „Effect of Academic Comparisons on the Subjective Well-Being of Chinese Secondary School Students“. Social Behavior and Personality: an international journal 40, Nr. 8 (01.09.2012): 1233–38. http://dx.doi.org/10.2224/sbp.2012.40.8.1233.

Der volle Inhalt der Quelle

Annotation:

We studied the effect of academic comparisons on the subjective well-being (SWB) of 330 students from 3 Chinese secondary schools. The results showed that the SWB of Chinese secondary school students (a) is relatively low; (b) is affected primarily by 4 demographic factors, namely, grade, gender, academic achievements, and family financial background; and (c) is significantly affected by academic comparisons in that self-comparison, upward comparison, and parallel comparison have a positive impact on SWB, and downward comparison has a negative impact on SWB. Both parents and teachers should guide students to draw appropriate academic comparisons.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

42

Khaleeva, Аnna. „MODERN TENDENCIES OF STUDYING SUBJECTIVE WELL-BEING OF PERSONALITY IN ADOLESCENT AND YOUTH“. Bulletin of Taras Shevchenko National University of Kyiv. Series “Psychology”, Nr. 1 (10) (2019): 103–6. http://dx.doi.org/10.17721/bsp.2019.1(10).26.

Der volle Inhalt der Quelle

Annotation:

The article defines terms on mental health and emotional well-being of adolescents and adolescents, and outlines major trends in mental health and emotional well-being of young people over the past decades. The aim of the article is to highlight and establish the importance of emotional and subjective well-being in adolescence and youth, to identify their further influence on the formation of the personality and its full life. Adolescence is seen as a critical period of development with long-term effects on the health and well-being of the individual. It is stated that the central factor in the health and well-being of adolescents is the interaction of young people with their environment, with people and attitudes in their daily lives. The most important determinants of adolescents' health are in their environment, as well as the choices and opportunities for improving the health or adverse behaviors of today's society. Factors that influence on the subjective and emotional well-being (sleep deprivation, increased stress, social relationships, the impact of violence) have been taken into account. The components and characteristics that support emotional and subjective well-being are identified, such as: self-esteem, motivation, stability, self-efficacy, hope and optimism, while high levels of anxiety, depression and stress can interfere with emotional health and well-being. In determining the factors that affect the emotional and subjective well-being of adolescents and youths, it is important to take into account the multidimensional nature of well-being and what sources and factors form it. The main sources affecting the sense of self and overall well-being of a person in adolescence and youth are family, community, peers, school environment and teachers. The modern world and the environment of human development are constantly changing, which has a significant impact on the well-being of the individual and its further development. Such changes are important elements for the continued successful interaction of adolescents and young people and their integration in society.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

43

De Stasio, Simona, Paula Benevene, Alessandro Pepe, Ilaria Buonomo, Benedetta Ragni und Carmen Berenguer. „The Interplay of Compassion, Subjective Happiness and Proactive Strategies on Kindergarten Teachers’ Work Engagement and Perceived Working Environment Fit“. International Journal of Environmental Research and Public Health 17, Nr. 13 (06.07.2020): 4869. http://dx.doi.org/10.3390/ijerph17134869.

Der volle Inhalt der Quelle

Annotation:

Background: The current cross-sectional study examines a model that was designed to advance understanding of the interplay between compassion towards teachers expressed by teaching colleagues, subjective happiness, proactive strategies and kindergarten teachers’ levels of work engagement, and perceived working environment fit. Methods: The research was conducted with a sample of 319 full-time in-service kindergarten teachers at Italian public preschools—a context in which a few previous studies have been carried out. Self-report questionnaires were administered: The Subjective Happiness Scale, the Santa Clara Brief Compassion Scale, the Utrecht Work Engagement Scale, the Proactive Strategy Scale, and the Teacher-working environment fit scale. Data were analyzed by using the structural equation modelling (SEM) approach. Results: Results show that compassion and subjective happiness have a direct positive total effect on work engagement, whereas the effects of compassion and subjective happiness on experienced working environment fit suggest that the association among constructs is mediated by the role of proactive strategies. Conclusions: Based on these findings, we strongly advocate that educational policy makers and head teachers’ pay close attention to the areas of personal and collective resources and work-related well-being, with a view to effectively address the promotion of early childhood teachers’ work engagement and working environment fit.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

44

Pretsch, Johanna, Barbara Flunger, Nina Heckmann und Manfred Schmitt. „Done in 60 s? Inferring teachers’ subjective well-being from thin slices of nonverbal behavior“. Social Psychology of Education 16, Nr. 3 (07.05.2013): 421–34. http://dx.doi.org/10.1007/s11218-013-9223-9.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

45

Tang, Yipeng. „What makes rural teachers happy? An investigation on the subjective well-being (SWB) of Chinese rural teachers“. International Journal of Educational Development 62 (September 2018): 192–200. http://dx.doi.org/10.1016/j.ijedudev.2018.05.001.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

46

LI, You, und Han ZHANG. „A Study on the Relations among Work Pressure, Emotional Intelligence, and Subjective Well-Being of Kindergarten Teachers“. Revista de Cercetare si Interventie Sociala 73 (15.06.2021): 22–33. http://dx.doi.org/10.33788/rcis.73.2.

Der volle Inhalt der Quelle

Annotation:

The globalization development of the world allows the economic development presenting knowledge. Talent cultivation is similar to long-term investment that the importance cannot be neglected. Moreover, low birth rate in current society has each child being the treasure of the parents, who spoil the children with permissive parenting and do not realize the immaturity and low self-control of children in the preschool stage to result in children's deviant behaviors and teachers’ increasing workload and pressure. Aiming at kindergarten teachers in Jiangsu as the research objects, total 380 copies of questionnaire are distributed, and 277 valid copies are retrieved, with the retrieval rate 72%. The research results are summarized as below: Kindergarten teachers are general people who have emotion and cannot exercise forbearance for everything. For this reason, school organizations should be considerate of kindergarten teachers’ emotional labor problems, parents and the mass society should treat teachers’ work with objective perspective and putting themselves in the place. Using individual emotional intelligence to achieve personal emotional accommodation in the process is an important strategy for kindergarten teachers; In the cultivation process, kindergarten teachers stress on evaluating children's level, strength, and weakness for individualized instruction. Step-by-step design of learning content aims to emphasize the importance of rational evaluation. In this case, special education teachers with better emotional intelligence performance could well apply rational evaluation and emotional accommodation strategies, reduce working pressure, and enhance subjective well-being; Kindergarten organizations could properly support teachers with time flexibility to reduce kindergarten teachers dealing with class affairs or other problems with extra time. Cooperation among people would help deal with problems and promote individual positive affect. According to the research results, suggestions are eventually proposed, expecting to help kindergarten teachers present higher commitment and better effectiveness on the teaching performance to promote the overall education quality.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

47

Mehmood, Anam, Rubina Hanif und Irum Noureen. „Influence of Trait-Patience in Goal Pursuit and Subjective Well-Being Among University Students“. 2020, VOL. 35, NO. 4 35, Nr. 4 (31.12.2020): 707–23. http://dx.doi.org/10.33824/pjpr.2020.35.4.38.

Der volle Inhalt der Quelle

Annotation:

The present study was aimed to examine the role of trait-patience among university students in pursuit of goal and achieving subjective-wellbeing across the academic quarter. A sample of 300 university students (male = 108; female = 192) age ranged 18-35 years were selected from Rawalpindi and Islamabad. To measure study variables, Three-Factor Patience Scale (Schnitker 2012), Self-reported projects (Little, 1983), Positive and Negative Affect Scale (Watson, Clark, & Tellegen, 1988), and Satisfaction with Life Scale (Diener, Emmons, Larsen & Griffin, 1985) were used. Results revealed that individuals high in patience were more engaged in pursuit of personal projects, as compare to those with low trait- patience. It was also found that the trait-patience was significantly related with goal pursuit, achievement and well-being. In context of temporal effect, patience and goal pursuit was significant predictors of the goal achievement, while the subjective-well-being at the start of semester predicted the well-being across time. The present study would be useful for students and teachers to evaluate or manage the students to set goals and patiently strive to reach goal and well-being.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

48

Puchkova, Elena B., Larisa V. Temnova, Elena A. Sorokoumova und Elena I. Cherdymova. „TO THE ISSUE OF ADOLESCENT PSYCHOLOGICAL WELL-BEING DURING THE COVID-19 PANDEMIC“. Scientific Review. Series 2: Human Science, Nr. 3 (2021): 40–53. http://dx.doi.org/10.26653/2076-4685-2021-3-04.

Der volle Inhalt der Quelle

Annotation:

The article shows the results of a comprehensive study of adolescents in the situation of self-isolation during the Covid 19 pandemic. The coronavirus pandemic as a threat to health and the situation of forced self-isolation, the widespread distance learning have changed the familiar world of a teenager. These changes could provoke a decrease in the level of adolescents’ psychological well-being due to the lack of experience in adapting to such unusual conditions. This problem was the subject of our study. The research sample consisted of 126 teenagers aged 12-14 years. The teenagers are the pupils of secondary schools in Moscow. The research methods included a questionnaire based on the questionnaires ("Understanding the situation of self-isolation during the COVID-19 pandemic", "The attitude of adolescents to forced distance learning"), the test "Scale of subjective well-being" (G. Perue-Badu) translated by M. V. Sokolova, which were conducted via the Google form in June 2020. According to the questionnaire "Understanding the situation of self-isolation during the COVID-19 pandemic", adolescents have showed an average level of understanding of the situation of self-isolation: they agree with the need for a self-isolation regime, but have difficulties to comply with it, note difficulties in understanding themselves and interacting with their environment, and have an increased sense of anxiety. The similar data were obtained with respect to the indicator of subjective well-being, and we found out the average level of the signs accompanying the main psycho emotional symptoms, changes in mood and self-assessment of health. The questionnaire "The attitude of adolescents to forced distance learning" showed a contradiction: adolescents are interested in distance learning, but they do not like the increase in the volume of homework. It is worth mentioning that we noted adolescents’ dissatisfaction with the changed process of communication with a teacher and unwillingness to continue school education remotely. According to the results of the study, we can conclude that the level of adolescents’ psychological well-being has changed, since the mentioned factors did not contribute to its improvement. We understand that in the nearest future the psycho prophylactic work with the adolescents should be the priority task of school psychologists.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

49

이지혜. „The Relationship of Teacher's Burnout and Subjective Well-Being with Organizational Commitment as a Mediator“. Journal of Korean Teacher Education 27, Nr. 3 (September 2010): 143–64. http://dx.doi.org/10.24211/tjkte.2010.27.3.143.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

50

Rahmawati, Ulin Nuha, Fuad Nashori und Ratna S. Rachmahana. „Pelatihan Mindfulness Teaching untuk Meningkatkan Kesejahteraan Subjektif Guru Sekolah Inklusi“. Psympathic : Jurnal Ilmiah Psikologi 7, Nr. 1 (01.07.2020): 49–60. http://dx.doi.org/10.15575/psy.v7i1.8241.

Der volle Inhalt der Quelle

Annotation:

This study aimed to examine the effectiveness of mindfulness teaching training in improving the subjective well-being of teachers in an inclusive school in Yogyakarta. This research used non-randomized pretest-posttest control group design. There were 22 respondents which divided into 11 respondents for treatment group and 11 respondents for control group. They were asked to complete a survey consists of the satisfaction with life scale (SWLS) and positive and negative scale (PANAS) before and after experiment. The results showed that there is a significant difference between the subjective well-being of inclusive school teachers group given mindfulness teaching training and that of the teachers in the teachers group without mindfulness teaching training. This finding indicates that mindfulness teaching training was effective to improve inclusive school teachers’ subjective well-being.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Zeitschriftenartikel zum Thema „SUBJECTIVE WELL-BEING OF A TEACHER“

Geben Sie eine Quelle nach APA, MLA, Chicago, Harvard und anderen Zitierweisen an