Hope and life satisfaction in elementary school students: Mediation role of affective experiences

Abstract

Life satisfaction is an important indicator of quality life of students. The aim of this study is to examine the mediation effect of positive and negative affect on the link between hope and life satisfaction in elementary school students. The sample consisted of 436 (204 female and 232 male) Turkish early adolescents recruited from among elementary school students in Turkey. Students were between 12 and 15 years (M = 13, SD = .84). Data were collected using the Children’s Hope Scale, Positive and Negative Experience Scale, and Satisfaction with Life Scale. The results indicated that hope positively predicted positive affect and satisfaction with life and negatively predicted negative affect. The structural equation model results showed that positive and negative affect partially mediated the relationship between hope and satisfaction with life. The study results showed that hope and positive emotions are an important factor for the life satisfaction of Turkish elementary school students. The practical implications and limitations of the present study are discussed.

Socialno-čustveno zdravje učencev, njihovo zadovoljstvo z življenjem in šolska klima v kontekstu pandemske krize COVID-19: Vzdolžna študija v Litvi

“…The good overall adjustment of students is based on academic results but to the detriment of the promotion of social-emotional competencies (Nunes El Achkar et al, 2019). The study results revealed that hope and positive emotions make up an important factor in life satisfaction among elementary school students (Telef, 2020). The level of life satisfaction perceived during childhood is an excellent indicator of healthy and psychological development.…”

“…The results of school students' perceived microclimate, academic achievement and social-emotional health, and life satisfaction comply with the results of other researchers. For example, academic results could be detrimental to the promotion of social-emotional emotional competencies (Nunes El Achkar et al, 2019), positive emotions make up an important factor for life satisfaction (Telef, 2020), and school climate is evaluated highly positively by students (Gajdosova & Majercakova Albertova, 2019).…”

La esperanza en pobladores de Arequipa (Perú): Propiedades psicométricas del Índice de Esperanza de Herth y comparaciones en función del sexo y la edad

“…La importancia del estudio científico de la esperanza radica en que ha sido positivamente correlacionada con la salud mental (Cleary et al, 2016;Park & Chen, 2016;Snyder et al, 2002;Spencer et al, 2018;Van Gestel Timmermans et al, 2010) y la salud física (Duncan et al, 2020), el bienestar psicológico (Ciarrochi et al, 2015;Pereyra, 2010), la empatía (Rosler et al, 2015;Sierra, 2007), la resiliencia (Lemay & Ghazal, 2001;Satici et al, 2020), la satisfacción con la vida (Marques et al, 2013;Telef, 2020), los afectos positivos y la creatividad (Sharma & Mathur, 2016), el sentido de vida (Bronk et al, 2009), la compasión (Yang et al, 2016), la religiosidad (Houser & Welch, 2013), el sentido del humor (Cassaretto & Martínez, 2009), el optimismo (Bailey et al, 2007;Genç & Arslan, 2021), la gratitud (Witvliet et al, 2018) y la felicidad (Sariçam, 2015). Por otro lado, la esperanza se ha relacionado negativamente con los afectos negativos, diversas patologías físicas y mentales, y la desesperanza (Snyder et al, 1991).…”

Development and initial validation of the Subjective Academic Wellbeing Measure: A new tool of youth wellbeing in school

“…During the recent decade, researchers and practitioners have given a growing attention to the effects of subjective wellbeing on youth valued outcomes under the banner of positive psychology (Arslan & Coşkun, 2020;Proctor et al, 2010;Suldo & Huebner, 2006;Telef, 2020, Yildirim, & Aziz, 2017. Along with the broader field of positive psychology, positive education especially focuses on fostering young people' skills and strengths (e.g., optimism, gratitude, and strengths use) that foster their wellbeing and mental health (Seligman et al, 2009).…”