You are here

Home » Content

Subjective Well-Being Levels of Vocational High School Students

Publication Year:

  • 2012

Key Words:

Keywords (Original Language):

Author NameUniversity of AuthorFaculty of Author
Abstract (2. Language): 
The purpose of the study is to determine whether the subjective well-being levels of the students who were attending to vocational schools vary in terms of their internship, class and gender. Within the framework of this goal whether the level of subjective well-being of vocational high school students changed according to their gender, training status and the professional field were investigated. High-school version of subjective well-being scale is 37-item scale which consists of personal judgments and positive and negative statements that affect an individual’s life satisfaction. A number of 200 vocational high school students in the centre of Kuşadası, which is a town of Aydın, participated in this present study in 2009-2010 academic year. The data were analyzed by using t-test and ANOVA. The results did not indicate significant differences in students’ level of subjective well-being in terms of gender; however, there were significant differences in terms of their training status and class levels. If it is made possible for the adolescents to be happy by training them to be well and to feel well during their education, the infrastructure will have been prepared for their being successful in both school life and business life. This study aims to focus on identifying such problems and providing concrete suggestions to them
Bookmark/Search this post with
Abstract (Original Language): 
Bu çalışmanın amacı, meslek liselerinde eğitime devam eden öğrencilerin öznel iyi oluş düzeylerinin staj, sınıf ve cinsiyet düzeyinde farklılık gösterip göstermediğinin belirlenmesidir. Bu amaç çerçevesinde meslek lisesi öğrencilerinin öznel iyi oluş düzeylerinin cinsiyete, staj durumuna ve meslek alanlarına göre değişip değişmediği incelenmiştir. Öznel iyi Oluş Ölçeği (Lise Formu), kişinin yaşam doyumunu etkileyen alanlara ilişkin kişisel yargılar ile olumlu ve olumsuz duygu ifadelerinden oluşan 37 maddelik bir ölçektir. Araştırmanın örneklemi 2009-2010 öğretim yılında Aydın İli, Kuşadası İlçe Merkezi’nde bulunan meslek liselerine devam etmekte olan 200 lise öğrenciden oluşmaktadır. Verilerin analizinde t-testi ve tek faktörlü varyans analizi kullanılmıştır. Araştırma sonuçları, öğrencilerin öznel iyi oluş düzeylerinin cinsiyet açısından anlamlı bir farklılık göstermediğine işaret etmektedir. Diğer yandan, öğrencilerin öznel iyi oluş düzeyleri, staj durumları ve sınıf düzeyleri açısından anlamlı farklılık göstermektedir. Ergenlere verilen eğitim sırasında iyi olma, kendini iyi hissedebilme öğretilerek bireyin mutlu olması sağlanabilirse gerek okul gerekse iş hayatında başarılı olması için gerekli altyapı hazırlanmış olacaktır. Çalışmada bu alanla ilgili sorunların hangi noktalarda yoğunlaştığı belirlenip somut çözüm önerileri getirilmeye çalışılmıştır
FULL TEXT (PDF): 
PDF icon arastirmax-subjective-well-being-levels-vocational-high-school-students.pdf
  • 2
101-107
  • English

REFERENCES

References: 

Ağaoğlu, O. (1991). Tourism Education and Effectiveness of Education in Turkey. Ankara: National Productivity Center Publications, 439.
Alkan, C. ; Doğan, H. ; and Sezgin, İ. (1996). Principles of Vocational and Technical Education, Ankara: Gazi Office Bookstore.
Boylu, Y. (2007). Changes in the Orientation Programs of new Graduates’ Attitudes toward Tourism Train . The Electronic Journal of Social Sciences, Fall.
Çetin, Ş. (2005). An Emprical Research on Students Cources That are Utilized During Practical Training: An Examination of Mersin School of Tourism and Hotel Management. Anatolia Journal of Tourism Research.
Diener, E. (1984). Subjective well- being. Psychological Bulletin, 95 (3): 542- 575.
Diener, E. and Suh, E. M. ( 2000). Culture and subjective well-being. Cambridge: MIT Press.
Diener, E. ; Suh, E. and Oishi, S. (1997). Recent findings on subjective well- being, Indian Journal of Clinical Psychology, 24 (1): 25- 41.
Doğan, H. ; Alkan, C. ; and Sezgin, İ. (1980). Principles of Technical and Vocational Education. Ankara: Ankara University, Faculty of Educational Sciences Publication.
Feist, G. J. ; Bodner, T. E. ; Jacobs, J. F. ; Miles, M. ; and Tan, V. (1995). Integrating top-down and bottom-up structural models of subjective well-being: A longitudinal investigation. Journal of Personality and Social Psychology, 68 (1): 138- 150.
Göçen, A. (2007). Evaluation of Students’ Opinions Towards Basic Skill Education Effects That Graduate Students in Vocational School Experienced in Business Administrations. Unpublished MA thesis, Sakarya University, Sakarya.
Güven, İ. G. S. (2008). Subjective well-being Levels, General Health Patterns and Patterns of Psychological Symthoms of Students at High School of Sience and General High Schools on the Basis of Their Sexual and Sociometric Status. Unpublished MA thesis, Çukurova University, Adana.
Özen, Ö. (2005). Levels of Subjective Well-Being of Adolescents. Unpublished MA thesis, Hacettepe University, Ankara.
Öztaş, K. (1995). Tourism education research, tourism deficit of qualified personnel and enhance the effectiveness of vocational schools. Anatolia Journal of Tourism Research.
Taylor, R. J. ; Chatters, L. M. ; Hardison, C. B. ; and Riley, A. (2001). Informal social support networks and subjective well-being among African Americans. Journal of Black Psychology, 27 (4): 439- 463.
Tuzgöl D. M. (2004). Level of Subjective Well-Being of University Students. . Unpublished PhD dissertation, Hacettepe University, Ankara.
Watson, D. ; Clark, L. A. ; and Tellegen, A. (1988). Development and validation of brief measures of positive and negative affect: The PANAS scales. Journal of Personality and Social Psychology, 54 (6): 1063-1070.
Wilson, W. (1967). Correlates of avowed happiness. Psychological Bulletin, 67: 294-306.

Thank you for copying data from http://www.arastirmax.com