The prediction of subjective well being in school in terms of school climate and self-efficacy

Abstract

In this study, Brief Adolescents’ Subjective Well-Being in School Scale (BASWBSS), which was originally developed by Tian, Wang and Heubner (2015), was adapted into Turkish and the predictive role of school climate and self-efficacy on subjective well-being in school was investigated. Study group consisted of 757 secondary school students. The data were analyzed by confirmatory factor analysis (CFA), Pearson correlation, Cronbach alpha internal consistency coefficient and multi linear regression analysis techniques. The result of CFA confirmed the constructs with two factors. Cronbach alpha coefficient was calculated as.84. The results of criterion-related validity study showed that there was statistically significant positive correlation between BASWBSS and multidimensional student life satisfaction. The results of multi linear regression analysis showed that school climate (supportive teacher behaviors, success-orientedness, secure learning setting and positive peer interaction) and self-efficacy (academic, social and emotional efficacy) accounted for 60% of change in subjective well-being in school. While the contributions of supportive teacher behaviors, secure learning setting and positive peer interaction, academic efficacy and emotional efficacy to the regression model were significant, the contributions of success-orientedness and social efficacy were not significant. Obtained findings were discussed in the light of related literature and suggestions were offered.