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This study examined the relations between core psychological self-schemas and the subjective well-being (SWB) of Turkish and California (United States) adolescents. The participants were 2,242 high school students (1,123 from Turkey and 1,119 from California). Core psychological self-schemas were measured with the Social and Emotional Health Survey-Secondary (SEHS-S) and SWB was measured by the combination of the Students' Life Satisfaction Scale (SLSS; cognitive component) and the Positive and Negative Affect Schedule for Children (PANAS-C; affective component). Significant, small effect size differences were found for self-awareness, persistence, family coherence, and behavioral self-control, favoring the Turkish adolescents, and for school support, empathy, and SWB, favoring the California adolescents. Positive associations were found between the social and emotional health self-schemas and SWB for adolescents in both cultures. Multiple regression analyses indicated that self-efficacy, self-awareness, family coherence, and

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The purpose of this study is to determine whether subjective well-being of high school students is predicted by their academic, social, and emotional self-efficacy. The sample of this study consisted of 311 high school students of whom 64% (n= 199) were girls and 36% (n= 112) were boys. Data were collected by the Self-Efficacy Scale for Children, the Positive and Negative Experience Scale, and the Life Satisfaction Scale and analyzed through multiple regression analysis. Results showed that high school students' academic, social, and emotional selfefficacy explained 19% of variance in their subjective well-being and predicted their subjective well-being. Activities performed by school counselors to increase students' academic, social, and emotional self-efficacy levels are thought to contribute to their subjective well-being.

The aim of this research is to adapt the Positive Experiences at School Scale for the Turkish culture. The study group was composed of 635 students studying in a primary school and four secondary schools in the academic year of 2013-2014 in Çanakkale. 327 of the students (52%) were female, 308 of them (48%) were male. In the research, the Positive Experiences at School Scale, the Comprehensive School Satisfaction Scale for Children and the Positive and Negative Experiences Scale were used for data collection. As a result of exploratory factor analysis, the variance explained by four subscales was 60%. As a result of confirmatory factor analysis, fit indices related to the model were observed to be in acceptable level. The results of a convergent validity study showed that positive experiences at school were positively associated with school satisfaction and positive experiences, and were negatively associated with negative experiences. Cronbach's alpha internal consistency coefficient of the scale was calculated as follows: .70 for gratitude, .80 for zest, .63 for optimism, .73 for perseverance and .86 for the overall scale. Results showed that the scale was a valid and reliable instrument for evaluating positive school experience in Turkish culture.