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Huebner, E. Scott; Ash, Chris; Laughlin, James E.

doi:10.1023/a:1010939912548

Cited by 97 publications

(33 citation statements)

References 24 publications

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“…This suggests that the overall contribution of SCS to SWB in school (direct link), as well as the contribution of perceived basic psychological needs satisfaction to the relationship between SCS and SWB in school (indirect link), was possibly similar in all students. Nevertheless, further studies are warranted given the mixed findings of gender differences in SWB indicators in the literature, with some reporting differences (Jiang et al, 2013; Tian et al, 2015b; Liu et al, 2016) and others not (Huebner et al, 2001; Long et al, 2012). Studies have also reported mixed findings of gender invariance in needs satisfaction (Liu and Chung, 2014; Tian et al, 2014b) versus gender differences, particularly regarding higher competence satisfaction in boys (Leversen et al, 2012; Tian et al, 2014a).…”

Section: Discussionmentioning

confidence: 99%

Basic Psychological Needs Satisfaction Mediates the Association between Self-Control Skills and Subjective Well-Being

Orkibi

Ronen

2017

Front. Psychol.

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Although studies have shown that self-control skills (SCSs) are positively linked to both personal and interpersonal outcomes in adolescent students, studies on the putative mechanisms underlying this relationship are scarce. Drawing on Self-Determination Theory and previous studies, we theorized that the association between students’ SCSs and their subjective well-being (SWB) in school may be mediated by students’ perceived satisfaction of their basic psychological needs for competence, relatedness, and autonomy. The sample consisted of 1576 Israeli adolescent students (54% girls) in grades 10–12 (mean age 16) enrolled in 20 schools. A mediation model was tested with structural equation modeling and a robust bootstrap method for testing indirect effects, controlling for school-level variance. The findings supported the hypothesized model and a post hoc multi-group comparison analysis yielded gender invariance in the model. The findings suggest that both girls and boys with high SCSs may perceive themselves as having greater needs satisfaction in school and consequently higher school-related SWB. Implications for policy and practice are discussed.

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Section: Discussionmentioning

confidence: 99%

Basic Psychological Needs Satisfaction Mediates the Association between Self-Control Skills and Subjective Well-Being

Orkibi

Ronen

2017

Front. Psychol.

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“…School is one of the most important specific domains facilitating adolescents' lifelong development and overall subjective well-being (Long & Huebner, 2014;Park, 2004). Optimal subjective well-being is presumed to be a function of both contextual and self-system variables (Diener, Suh, Lucas, & Smith, 1999;Huebner, Ash, & Laughlin, 2001;Huebner & McCullough, 2000). Research has suggested that contextual (e.g., Verkuyten & Thijs, 2002) and self-system (e.g., Tian & Liu, 2007) variables respectively influence adolescents' perceptions of their school lives, such as subjective well-being in school.…”

Section: Introductionmentioning

confidence: 99%

“…The benefits of higher levels of subjective well-being in school are summarized in Suldo, Bateman, and Gelley (2009), including increased academic functioning, better academic achievement, more adaptive school behaviors, and enhanced mental and physical health outcomes, such as higher general life satisfaction (Gilman, Huebner, & Laughlin, 2000;Haranin, Huebner, & Suldo, 2007;Suldo, Riley, & Shaffer, 2006;Tian, Zhang, & Huebner, 2014).…”

Section: Introductionmentioning

confidence: 99%

School‐related social support and subjective well‐being in school among adolescents: The role of self‐system factors

Tian

Zhao

2015

Journal of Adolescence

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This 6‐week longitudinal study aimed to examine a moderated mediation model that may explain the link between school‐related social support (i.e., teacher support and classmate support) and optimal subjective well‐being in school among adolescents (n = 1316). Analyses confirmed the hypothesized model that scholastic competence partially mediated the relations between school‐related social support and subjective well‐being in school, and social acceptance moderated the mediation process in the school‐related social support‐‐> subjective well‐being in school path and in the scholastic competence‐‐> subjective well‐being in school path. The findings suggested that both social contextual factors (e.g., school‐related social support) and self‐system factors (e.g., scholastic competence and social acceptance) are crucial for adolescents' optimal subjective well‐being in school. Limitations and practical applications of the study were discussed.

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“…Teniendo en cuenta lo anterior, la satisfacción con la escuela se entendería como una evaluación cognitivoafectiva de la satisfacción general que presenta el estudiante con la propia experiencia escolar (Huebner, Ash, y Laughlin, 2001). De esta forma, un estudiante posee un importante bienestar subjetivo si expresa satisfacción con su vida y de manera frecuente, emociones positivas relacionadas con su entorno escolar.…”

Section: Introductionunclassified

Prediction Model of Satisfaction with Physical Education and School // Modelo de predicción de la satisfacción con la educación física y la escuela

Extremera

Gallegos

2014

REV PSICODIDACT

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ResumenEl objetivo fue analizar un modelo de predicción de las orientaciones de metas sobre la satisfacción con la educación física y la escuela. La muestra fue de 202 hombres y 208 mujeres de educación secundaria de centros públicos de Murcia, con edades entre 13 y 16 años (M = 15.14; DT = .96). Se utilizó un cuestionario compuesto por la escala de Metas de Logro 2x2, y las escalas de Satisfacción con la Educación Física y de Satisfacción Intrínseca a la Escuela. Se realizaron análisis descriptivos y modelos de regresión estructurales. Destacan los altos valores de aproximación-maestría y de satisfacción/diversión, siendo mayor en educación física que en la satisfacción en la escuela. En el modelo estructural, la aproximación-maestría es el único predictor de la satisfacción/diversión en la educación física, siendo ésta predictora de la satisfacción/diversión en la escuela, pero no a la inversa.Palabras clave: Educación física, modelo de regresión estructural, metas de logro. AbstractThe aim was to analyze a model to predict the orientations of goals on satisfaction with physical education and school. The sample consisted of 202 men and 208 women of secondary education in public schools in the Region of Murcia, aged between 13 and 16 (M = 15.14; SD = .96). It was used a questionnaire composed of Achievement Goal Questionnaire 2x2, Satisfaction Physical Education Instrument and Intrinsic Satisfaction Classroom Scale. Descriptive and structural equation modeling analyzes were conducted. Stresses the score-master approach over other goals, also satisfaction/ fun is higher in physical education at satisfaction in school. In the model equations, it is to highlight the importance of mastery-approach in predicting satisfaction/fun in physical education and this satisfaction/fun in school, while the reverse is negative.

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Untitled

Cited by 97 publications

References 24 publications

Basic Psychological Needs Satisfaction Mediates the Association between Self-Control Skills and Subjective Well-Being

Basic Psychological Needs Satisfaction Mediates the Association between Self-Control Skills and Subjective Well-Being

School‐related social support and subjective well‐being in school among adolescents: The role of self‐system factors

Prediction Model of Satisfaction with Physical Education and School // Modelo de predicción de la satisfacción con la educación física y la escuela

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