Email this article 
.png)
.png)
Support in Schools and School Well-Being: Self Esteem as a Mediator
Abstract
Well-being at school is the hope for all students, helping them to survive their time there. However, many pupils experience low levels of well-being, which has an impact on their psychological state and academic outcomes. The purpose of this study is to determine whether social support in schools can strengthen the well-being of high school students in Surabaya. The approach taken in the research is quantitative correlational study. Data collection was made using self-report questionnaires to measure school well-being, support in schools, and self-esteem. The participants were 220 high school students. Path analysis procedures were performed to address the hypothesis; the results show that teachers’ social support and friend social are related to direct and indirect school well-being mediated by self-esteem. The study suggests that students can improve their well-being through support from school and their own self-esteem, and that policymakers in schools, mainly school principals and teachers, can also improve such well-being. The limitations and implications of the findings are discussed for future research.
Keywords
Full Text:
PDFReferences
Ahkam, M. A. (2019). Gambaran Kesejahteraan di sekolah pada siswa SMA (Description of welfare at school in high school students). School Well-Being Di Era Revolusi Industri 4.0, 6–7. Surabaya: Fakultas Psikologi Universitas Hangtuah Surabaya.
Ahkam, M. A., Dewi, R. S., & Nawangsari, F. N. (2020). Kesejahteraan di sekolah bagi siswa SMA: Konsep dan faktor yang berpengaruh.(Well-being in school for high school students: Concepts and influencing factors). Jurnal Psikologi TALENTA, 5(2), 97. https://doi.org/10.26858/talenta.v5i2.11738
Alivernini, F., & Manganelli, S. (2015). First Evidence on the Validity of the Students’ Relatedness Scale (SRS) and of the School Well-being Scale (SWS). Procedia - Social and Behavioral Sciences, 205, 287–291. https://doi.org/10.1016/j.sbspro.2015.09.079
Awartani, M., Whitman, C. V., & Gordon, J. (2008). Developing instruments to capture young people’s perceptions of how school as a learning environment affects their well-being. European Journal of Education, 43 (1).
Bint-E Tahir, W., Inam, A., & Raana, T. (2015). Relationship between Social Support and Self-Esteem of Adolescent Girls. IOSR Journal Of Humanities And Social Science (IOSR-JHSS), 20(2), 42–46. https://doi.org/10.9790/0837-20254246
Danielson, A. G., Samdal, O., Hetland, J., & Wold, B. (2017). School-related social support and students’ perceived life satisfaction. The Journal of Educational Research, 102(4), 303–318. https://doi.org/https://doi.org/10.3200/JOER.102.4.303-320
Diener, E. (1984). Subjective Well-Being. American Psychological Association, Inc, 95(3), 542–575.
Drane, J. W. (2005). Middle school students’ perceptions of quality of life. Journal of Happiness Studies, 6, 15–24. https://doi.org/10.1007/s10902-004-1170-x
Du, H., King, R. B., & Chi, P. (2017). Self-esteem and subjective well-being revisited: The roles of personal, relational, and collective self-esteem. PLoS ONE, 12(8), 1–17. https://doi.org/10.1371/journal.pone.0183958
Ebru Ikiza, F., & Cakarb, F. S. (2010). Perceived social support and self-esteem in adolescence. Procedia - Social and Behavioral Sciences, 5, 2338–2342. https://doi.org/10.1016/j.sbspro.2010.07.460
Effendi, A. S., & Siswati, S. (2017). Hubungan Antara School Well-being Dengan Intensi Delinkuensi Pada Siswa Kelas XI SMK Negeri 5 Semarang.( The Relationship Between School Well-being and Delinquency Intention in Class XI Students of SMK Negeri 5 Semarang) Empati, 5(2), 195-199.
Guess, P. E., & Mccane-Bowling, S. J. (2016). Teacher support and life satisfaction : An investigation with urban, middle school student. Education and Urban Society, 48(1(1), 30 –47. https://doi.org/10.1177/0013124513514604
Khatimah, H. (2015). Gambaran school well-being pada peserta didik program Kelas akselerasi di SMA Negeri 8 Yogyakarta (Description of school well-being in students of the accelerated class program at SMA Negeri 8 Yogyakarta). Psikopedagogiia, 4(1), 20–30. https://doi.org/10.12928/psikopedagogia.v4i1.4485
Kong, F., Ding, K., & Zhao, J. (2015). The Relationships Among Gratitude, Self- esteem, Social Support and Life Satisfaction Among Undergraduate Students. Journal of Happiness Studies, 16(2), 477–489. https://doi.org/10.1007/s10902- 014-9519-2
Konu, A. (2002). Well-being in schools: a conceptual model. Health Promotion International, 17(1), 79–87. https://doi.org/10.1093/heapro/17.1.79
Liu, W., Mei, J., Tian, L., & Huebner, E. S. (2016). Age and gender difference in the between school-related social support and subjective well-being in school among students. Social Indicators Research, 125(3), 1065–1083. https://doi.org/10.1007/s11205-015-0873-1
Mruk, C. J. (2006). Self-Esteem Research, Theory, and Practice Toward a Positive Psychology of Self-Esteem (3rd ed.). New York: Springer Publishing Company, Inc.
Nidianti, W. E., & Desiningrum, D. R. (2015). Hubungan antara school well-being dengan agresivitas. Jurnal Empati, 4(1), 202–207. Rohman, I. H., & Fauziah, N. (2017). Hubungan antara adversity intelegence dengan school well-being ( Studi pada Siswa SMA Kesatrian 1 Semarang) (The relationship between adversity intelligence and school well-being (Studies in SMA Kesatrian 1 Semarang). Empati, 5(2), 322–326.
Rosenberg, M. (1965). Society and The Adolescent Sef IImage. New Jersey: Princeton University Press.
Scrimin, S., Moscardino, U., Altoè, G., & Mason, L. (2016). Effects of perceived school well-being and negative emotionality on students’ attentional bias for academic stressors. British Journal of Educational Psychology, 86(2), 278–295. https://doi.org/10.1111/bjep.12104
Tian, L., Chen, H., & Huebner, E. S. (2013). Related Subjective Well-Being in Adolescents. https://doi.org/10.1007/s11205-013-0495-4
Tian, L., Du, M., & Huebner, E. S. (2014). The Effect of fratitude on elementary school students’ subjective well-being in schools : The mediating role of prosocial behavior. https://doi.org/10.1007/s11205-014-0712-9
Tian, L., Du, M., & Huebner, E. S. (2015). The Effect of gratitude on elementary school students’ subjective well-being in schools: The mediating role of prosocial behavior. Social Indicators Research, 122(3), 887–904. https://doi.org/10.1007/s11205-014-0712-9
Tian, L., Liu, B., Huang, S., & Huebner, E. S. (2013). Perceived social support and school well-being among Chinese early and middle adolescents: The mediational role of self-esteem. Social Indicators Research, 113(3), 991–1008. https://doi.org/10.1007/s11205-012-0123-8
Tian, L., Zhang, J., & Huebner, E. S. (2015). Preliminary Validation of the Brief Multidimensional Students’ Life Satisfaction Scale (BMSLSS) Among Chinese Elementary School Students. Child Indicators Research, 8(4), 907–923. https://doi.org/10.1007/s12187-014-9295-x
Tian, L., Zhao, J., & Huebner, E. S. (2015). School-related social support and subjective well-being in school among adolescents : The role of self-system factors. Journal of Adolescence, 45, 138–148. https://doi.org/10.1016/j.adolescence.2015.09.003
DOI: https://doi.org/10.20961/ijpte.v4i2.42869
Refbacks
- There are currently no refbacks.
Copyright (c) 2020 Ahkam A M
This work is licensed under a Creative Commons Attribution 4.0 International License.
|
