Exploring the source of well-being for high achiever students

Affandi, Lalu Hamdian; Husniati, H.; Saputra, Heri Hadi

doi:10.25273/pe.v11i1.8767

Cited by 3 publications

(2 citation statements)

References 25 publications

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“…Among this type of teacher, the teacher plays a more protective role in difficult situations. In addition, it provides a peaceful and supportive environment for student growth (Affandi et al, 2021;Zhang et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

Identification of the Identity of Remote Area Teacher as a Driving Force

Mayasari

2023

JPAI

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Being a teacher is important and impactful for the society. The identity of the teacher reflects personal characteristics that contribute to the success of the learning process. Remote Area Teacher as a Driving Force (ATDF) is a program to advance Mappi Regency in the field of education. In the process of mentoring students, ATDF teachers need to know the identities they have. The purpose of this study was to determine the identity of the Remote Area Teachers as a Driving Force based on the types of teacher legitimization. The populations in this study were the Remote Area Teachers. The method used in this research was descriptive quantitative. The instruments used were questionnaires and interviews based on teacher legitimization, which were conducted on two ATDFs. The researcher used the data analysis model including: 1) Data Collection, 2) Data Reduction, 3) Data Display (Data Presentation), and 4) Conclusion Drawing / Verification. The results show that the ATDF teachers own the following types of identity: 1) Caring legitimization type, 2) Contextual legitimization type and 3) Psychological legitimization type. Those identities show that ATDF teacher 1) have a caring attitude towards student interests, 2) pay attention to students’ life which is reflected in the learning process in class and 3) focus on students' interests and behavior psychologically.

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Section: Discussionmentioning

confidence: 99%

Identification of the Identity of Remote Area Teacher as a Driving Force

Mayasari

2023

JPAI

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“…It refers to subjective well-being (SWB), a psychological term for happiness. SWB, or subjective well-being, is a person's perception of his or her life experience, which consists of cognitive evaluations and affect on life and is represented in psychological well-being (Affandi et al, 2021;Richard & Diener, 2009). To measure SWB, researchers used the Positive Affect Negative Affect Schedule (PANAS) scale to measure the affective domain of SWB (Eddington & Shuman, 2008;Watson et al, 1988).…”

Section: Introductionmentioning

confidence: 99%

The Influence of Transformational Leadership on Teaching Performance and Subjective Well-being of Lecturers

Harefa¹,

Sitanggang

Nainggolan

2022

Indonesian J. Educ. Res. Rev.

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Improving the quality of education cannot be done partially but must be comprehensive and sustainable. A capable leader is needed to improve the quality of education in schools. This research aims to analyze the effect of transformational leadership on teaching performance. This type of research is quantitative by using quantitative methods. Respondents in this study were permanent lecturers in the Teaching and Education Faculty, totaling 62 people. Data collection was carried out by distributing closed questionnaires to the respondents. The data analysis technique uses SPPS 25 analysis. Namely, the data that has been collected is analyzed quantitatively using path analysis, then proceed with a qualitative description to obtain a clearer picture of the results. This study's results indicate no significant effect of transformational leadership on the teaching performance of lecturers. These results suggest that the variable Transformational leadership has no significant effect on Lecturer Teaching Performance. Transformational leadership has no significant impact on the subjective well-being of lecturers. These results conclude that in structural II regression, the variable Transformational Leadership (X) has no significant effect on the Lecturer's Subjective Well-being (Y2). These results conclude that in structural II regression, the variable Lecturer Teaching Performance (Y1) has no significant effect on Lecturer Subjective Well-being (Y2).

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Social Support, Student Well-Being, and Academic Achievement in the Institution of Higher Learning

Omer

2024

Advances in Higher Education and Professional Development

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This chapter introduces the reader to the social support, students' well-being, and academic achievement in the university. The university students were randomly selected and divided into four focus groups, and voluntarily participated in the focus discussion. Peer- reviewed journal articles were critically reviewed. The data analysis was carried out thematically. The themes that emerged included family social support, peer social support, psychological well-being, and environmental factors.

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Exploring the source of well-being for high achiever students

Cited by 3 publications

References 25 publications

Identification of the Identity of Remote Area Teacher as a Driving Force

Identification of the Identity of Remote Area Teacher as a Driving Force

The Influence of Transformational Leadership on Teaching Performance and Subjective Well-being of Lecturers

Social Support, Student Well-Being, and Academic Achievement in the Institution of Higher Learning

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