Contact Disturbances, Self-Esteem and Life Satisfaction of University Students: A Structural Equation Modelling Study

Abstract

Problem Statement: A literature analysis revealed that contact disturbances, self-esteem and life satisfaction have been examined in different studies separately. In particular, the researchers observed that the studies conducted on Gestalt contact disturbances are limited in number. In this study, the variables of contact disturbances, self-esteem and life satisfaction have been examined all together, and their correlations with one another will be examined though path analysis in the structural equality model. Purpose of Study:The aim of the study is to test the model developed in order to determine whether there is a causal relationship among contact disturbances, self-esteem and life satisfaction of university students.Method: This study utilised a qualitative and relational model to examine the correlations among variables. Data for the study was collected through the Gestalt Contact Disturbances Scale, the Short Form of Coopersmith's Self-Esteem Inventory and the Life Satisfaction Scale. The data were analysed using SPSS and LISREL programs. Students in the research group were composed of a total of 414 students (290 females and 124 males) studying in various departments of the faculty of education of Mehmet Akif Ersoy University. Findings:The standardised path values were found to be 0.18 and 0.75 between the contact disturbances potential variables and self-esteem, and 0.61 between the self-esteem potential variable and the life satisfaction potential variable. When the model was tested it was observed that statistically significant correlations were present between contact level and self-esteem (t = -3.42, p<.05), full contact level and self-esteem (t = -8.96, p<.05), dependent contact level and self-esteem (t = 3.14, p<.05), post-1 Assist.Prof.Dr. Mehmet Akif Ersoy University Education Sciences-Guidance and Counseling Department. E-mail ozlemtagay@gmail.com 220Ozlem Tagay contact level and self-esteem (t = 2.35, p<.05), and self-esteem and life satisfaction (t = 8.81, p<.05). Conclusion and Suggestions:The structural model developed based on the causal correlations between contact disturbances, self-esteem and life satisfaction was verified. The researcher also observed that the fit indices of the structural model developed generally met the acceptance value conditions; t values of correlations among all values were significant. Researchers can develop models by using Gestalt contact disturbances and different concepts and can carry out comparative studies by examining Gestalt contact disturbances of different ages and professional groups. Furthermore, psychological counsellors who apply Gestalt therapy can use the Gestalt contact disturbances scale in their studies.

Üni̇versi̇te Öğrenci̇leri̇nde Yaşam Doyumunun Yordayicisi Olarak Yaşam Pozi̇syonlari

“…Taking into account the literature, in parellel with the relationship between I'm not OK-You're OK life position and life satisfaction it is seen that self-esteem contributes to life satisfaction among university students. The studies showed that the individuals with high self-esteem reported higher scores in life satisfaction than those with low self-esteem (Huo & Kong, 2014;Miller, Zivnuska, & Kacmar, 2019;Tagay, 2016).…”

Üniversite Öğrencilerinde Affetmeyi Yordayan Değişkenlerin İncelenmesi

“…Neto ve Mullet (2004) tarafından lisans öğrencileri ile yürütülen bir araştırmaya göre başkalarını affetme ile başkalarına bağımlı benlik kurgusuna sahip olmanın affetmeyi kolaylaştırdığı sonucuna ulaşılmıştır. Tagay (2015) tarafından lisans öğrencileri üzerinde yapılan bir araştırmada gestalt temas engellerinin benlik saygısını; benlik saygısının da yaşam doyumunu etkilediği görülmüştür. Ayrıca araştırmanın sonuçları incelediğinde bağımlı temas aşamasında engel yaşayanların benlik saygısının yüksek olduğu görülmektedir.…”

Emotional intelligence and self-esteem as predictors of teacher self-efficacy

“…Individuals with high self-esteem respect themselves, have close relationships and have strong coping skills (Baumeister et al, 2003;Rosenberg, 1965;Sam et al, 2010). When the literature focusing on issue of self-esteem is examined, it is seen that there are studies investigating the relationships between self-esteem and contact obstacles and life satisfaction (Tagay, 2015); loneliness and psychological well-being (Güloğlu and Karaırmak, 2010); and communication skills and psychological well-being (Tagay and Karakelle, 2014).…”