Satisfaction of Needs and Determining of Life Goals: A Model of Subjective Well-Being for Adolescents in High School.
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Résumé
Abstract The aim of this study is to develop and test a subjective well-being model for adolescents in high school. A total of 326 adolescents in high school (176 female and 150 male) participated in this study. The data was collected by using the general needs satisfaction questionnaire, which is for the adolescents' subjective well-being, and determining life goals questionnaire. The structural equation modeling method was used for analysis of the data. The results of the analysis showed that in the original model, the individual variables and the total effect of variables were directly and indirectly related to subjective well being of adolescents in high school. The direct and indirect effects of the independent variables to subjective well-being were found significant. The findings suggest that to enhance the subjective well-being of high school students, a combination of satisfaction of needs and determining of life goals are essential. Key Words Subjective Well-Being, Satisfaction of Needs, Determining Life Goals, Adolescents. Subjective well-being is considered to comprise three important dimensions: positive affection, negative affection and life satisfaction (Andrews & Whitney 1976; Diener, 1984). Positive affection includes positive feelings while negative affection includes negative feelings. The life satisfaction dimension is a cognitive component of subjective well-being (Myers & Diener, 1995). When literature is examined, the subjective wellbeing of children and adolescents were investigated based on three important domains such as demographic factors (Huebner, Suldo, Smith, & McKnight, 2004; Karatzias, Chouliara, Power, & Swanson, 2006; McCullough, Huebner, & Laughlin, 2002; Sarakauskiene & Bagdonas, 2010); psychological factors (Hartup & Stevens, 1997; Joronen & Kurki, 2005; Mcknight, Huebner, & Suldo, 2002; Rask, Kurki, & Paavilainen, 2003; Shek & Lee, 2007), and also academic factors (Ash & Huebner, 2001; Baker, 1998; Cheng & Furnham, 2002; Huebner, 1991; Huebner & Alderman, 1993; Huebner & Gilman, 2003; Suldo & Huebner, 2004). According to results of researches, when adolescents have higher level of subjective well-being, they become healthier (Huebner et al., 2004; Steinberg, 2004, 2005). To investigate of adolescents' subjective well-being with different variables is important for positive development of adolescents (Gilman & Huebner, 2006). Self determination theory points out that individuals want to satisfy three innate psychological needs such as competence, relatedness, and autonomy (Baard, Deci, & Ryan, 1998; Deci, 2008; Deci & Ryan, 1991; Deci, Vallerand, Pelletier, & Ryan, 1991; Ryan & Deci, 2000). According to studies on subjective well-being, satisfaction of psychological needs is important variable which affects subjective well-being of individuals (Baard, 2002; Ryan & Deci, 2000). If individuals satisfy their psychological needs, they feel better. On the other hand, if psychological needs are not satisfied, individuals develop more pathologies (Baard et al., 1998; Cole, Maxwell, & Martin, 1997; Crocker & Hakim-Larson, 1997; Deci et al., 2001; Ilardi, Leone, Kasser, & Ryan, 1993; Kasser & Ryan, 1999; Noom, Dekovic, & Meeus, 1999; Reis, Sheldon, Gable, Roscoe, & Ryan, 2000; Ryan & Deci, 2000; Ryan & Grolnick, 1986; Sheldon & Bettencourt, 2002; Sheldon, Ryan, & Reis, 1996; Veronneau, Koestner, & Abela, 2005; Wiest, Wong, & Kreil, 1998). Literature indicates that one of the most important factors to regulate and adapt individuals to their lives is goals (Diener & Seligman, 2002, 2004; Emmons, 1999; Kasser, 2002; Sheldon & Bettencourt, 2002; Sheldon & Elliot, 1999; Sheldon & Kasser, 1998; Sheldon, Ryan et al., 1996; Synder & Lopez, 2007). People behave to achieve various goals (Austin & Vancouver, 1996; Emmons, 1999; Emmons, Colby, & Kaiser, 1998; King, Richard, & Stemmerich, 1998; Lock & Latham, 1990; Yetim, 2001). …
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Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,002 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle