Life satisfaction in children and youth: Empirical foundations and implications for school psychologists

Huebner, E. Scott; Suldo, Shannon M.; Smith, Louise Z.; McKnight, Caroline G.

doi:10.1002/pits.10140

Cited by 263 publications

(185 citation statements)

References 66 publications

Supporting

Mentioning

151

Contrasting

Unclassified

Order By: Relevance

“…Life satisfaction entails the individual's attitude, general assessment toward the totality of his/her life, or some aspects of life such as family life and educational experience (15). Shannon, Scott and Curoline showed that students with high level of life satisfaction do their homework better and in performing their tasks ponder more on their personal abilities, not about the chance and external factors (16). Kirkcaldy et al showed that there is a positive relationship between life satisfaction and the students' academic performance (17).…”

Section: Introductionmentioning

confidence: 99%

The Effectiveness of Training Metacognition-Based Study Skill on the Students’ Achievement Motivation, Self-Efficacy, Satisfaction with School and Resilience

Jozestani

Faramarzi

Yaraghi

2016

Interdiscip J Virtual Learn Med Sci

View full text Add to dashboard Cite

Background: Giving attention to the various factors affecting the academic achievement of student's results in their better academic performance. The aim of the current study was to examine the effectiveness of training metacognition-based study skill on the achievement motivation, self-efficacy, satisfaction with school and resilience of the female secondary students in Isfahan. Methods:The statistical population of the present study included all the female secondary students in Isfahan in the 2014 -2015 academic sessions among whom 30 students were selected by the multistage cluster random sampling method and were designated by the experimental research design of pretest -posttest type with control group. The interventions is related to the training study skill based on the metacognition approach drawn from Seif's educational psychology which were conducted on the test group students during 20 educational sessions. The tools used included the achievement motivation questionnaire with Cronbach's alpha reliability coefficient 0.80, the construct validity with factor loading 0.39, the multidimensional scale of students' life satisfaction with reliability coefficient 0.70 to 0.90 and with validity coefficient 0.50, the self-efficacy scale with reliability coefficient 0.86 through Cronbach's alpha and the validity coefficient of correlation -0.34, the resilience with reliability coefficient 0.86 through Cronbach's alpha and the validity coefficient of correlation 0.64. The data were analyzed through multivariable covariance analysis and the SPSS software version 22. Results:The results of the research revealed a significant difference between the test and control groups (P = 0.001, F (4, 21) = 6.92, Hoteling effect = 1.31) thus indicating the effectiveness of metacognition training method on the achievement motivation, self-efficacy, satisfaction with school and resilience. It signifies that the metacognition training method explains 47, 43, 33 and 39 percent of changes of the dependent variables respectively (P < 0.005) Conclusions: The findings revealed that the metacognitive study skills results in the increase of the students' achievement motivation, self-efficacy, satisfaction with school and the academic resilience and it can be applied in the educational counseling of kids and teens.

show abstract

Section: Introductionmentioning

confidence: 99%

The Effectiveness of Training Metacognition-Based Study Skill on the Students’ Achievement Motivation, Self-Efficacy, Satisfaction with School and Resilience

Jozestani

Faramarzi

Yaraghi

2016

Interdiscip J Virtual Learn Med Sci

View full text Add to dashboard Cite

show abstract

“…Life satisfaction correlates with a number of positive outcomes both in the short and in the longterm. In particular, it is related to coping ability and social competence that brings to more positive outcomes in adulthood (Currie et al, 2012); it plays a role in preventing psychopathology during childhood and adolescence (Huebner et al, 2004).…”

mentioning

confidence: 99%

Children’s Subjective Well-Being in Rich Countries

et al. 2013

View full text Add to dashboard Cite

The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. Abstract. This paper is based on background research we undertook for UNICEF Innocenti Report Card 11 on child well-being in rich countries. It develops a new domain index of subjective wellbeing based on seven indicators drawn from the Health Behaviour of School Aged Children (HBSC) survey 2009/10, which includes life satisfaction, relationships with family and friends, well-being at school, and subjective health. It explores the associations between the indicators, components and the overall domain. Changes in subjective well-being between HBSC 2001/2 and 2009/10 are analysed. It then explores the relationships between subjective well-being and objective domains: material, health, education, behaviour and housing and environment. At a macro level subjective well-being is associated with all those domains. It then analyses the relationship between subjective well-being and structural indicators. It concludes that subjective well-being should be included in comparative studies of well-being but not necessarily as just another domain. It is a related but different order measure.

show abstract

“…They also find that perceived quality of life mediates the relationship between environmental influences and problem behaviour in youth and children (E Scott. Huebner, Suldo, C., & McKnight, 2004). Such studies expose the multi-dimensional mechanism by which PP interventions could potentially create change in outcomes.…”

Section: From Theories To Practice: Life Satisfactionmentioning

confidence: 99%

Positive Psychology in School-Based Psychological Intervention: A Study of the Evidence-Base

Dawood¹

2013

EJSBS

View full text Add to dashboard Cite

Psychological school-based (SB) interventions are long standing and increasingly influenced by the evolving evidence -base. T he current consensus of interventions utilises predominantly cognitive behavioural therapy (CBT ) techniques. Despite their efficacy, they possess a number of weaknesses and there is an argument to propose the application of positive psychology (PP) to address these shortcomings. T his paper reviews the efficacy of PP interventions in schools by e valuating 28 articles from a number of databases, focusing on child, adolescent and school professionals populations globally. Included articles focus on SB PP interventions revealing outcomes for mental health or well-being in children and adolescents bet ween the ages of 5 to 16. Articles with a solely educational focus were excluded. Meta-analysis and review articles in SB CBT are also considered as a comparison for the SB PP evidence base. Articles are synthesised according to intervention purpose. T he r esults are varied revealing PP to be effective in improving positive traits and well-being, but a scarcity of data does not support the reliability of these findings for the purpose of introducing large-scale PP SB intervention programmes. Further, discrep ancies in certain results are found due to sex differences highlighting the need for extensive research into such inconsistencies. An in -depth description of the context of school-based interventions and a discussion of these findings are provided. Conclusions are made regarding recommendations for future research.

show abstract

Life satisfaction in children and youth: Empirical foundations and implications for school psychologists

Cited by 263 publications

References 66 publications

The Effectiveness of Training Metacognition-Based Study Skill on the Students’ Achievement Motivation, Self-Efficacy, Satisfaction with School and Resilience

The Effectiveness of Training Metacognition-Based Study Skill on the Students’ Achievement Motivation, Self-Efficacy, Satisfaction with School and Resilience

Children’s Subjective Well-Being in Rich Countries

Positive Psychology in School-Based Psychological Intervention: A Study of the Evidence-Base

Contact Info

Product

Resources

About