Indonesian adaptation of the Revised College Student Subjective Wellbeing Questionnaire

Akmal, Sari Zakiah; Kumalasari, Dewi; Grasiaswaty, Novika

doi:10.26555/humanitas.v18i2.19040

Cited by 2 publications

(1 citation statement)

References 21 publications

(33 reference statements)

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“…Third, the SWB measures used in this study were originally developed in the US and then adapted for Chinese schools . Although these measures have been applied to Eastern countries in the existing literature and have acceptable construct and criterion validity evidence with these populations (e.g., Akmal et al, 2021;Tang, 2018), questions remain as to whether Western measures can sufficiently capture the cultural differences in conceptualizing the behaviors, emotions, and cognitions that represent SWB in Eastern cultures. Research has likewise raised this question for self-report measures of positive psychological constructs more broadly.…”

Section: Limitations and Future Directionsmentioning

confidence: 99%

Happy Together: Multilevel Associations Between Chinese Adolescents' and Teachers' School-Specific Subjective Wellbeing

Zhang,

Yu,

et al. 2023

Preprint

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Literature from multiple countries supported that subjective wellbeing (SWB) is associated with teachers’ work effectiveness, students' academic achievement and mental health. But little was known about the cross-level associations between the school-specific SWB of teachers and their students, especially in collectivist cultures. This international collaborative study examined the multilevel associations between teachers' SWB (TSWB) and students' SWB (SSWB) via holistic and dimensional approaches. In a stratified random sample from a Chinese public secondary school (nstudents= 1,181, nteacher = 44), we surveyed teachers' SWB and then students' SWB, life satisfaction, self-efficacy, and sense of belonging to the school. Random-intercept-only multilevel models (MLMs) were fitted to delineate the cross-level relationships between TSWB (level-2 focal predictor) and SSWB (level-1 outcomes; overall SWB and specific dimensions) controlling for students' general wellbeing and demographics at both levels (e.g., student gender, teachers' work experience). Significant within-class similarities surfaced in the overall and four dimensions of SSWB (i.e., clustering effect). At class level, teachers' SWB, gender, age, and students' collective efficacy were associated with students' SWB (overall and dimensions). At individual level, students' SWB (overall and dimensions) was associated with individual perception of life satisfaction, school connectedness, and self-efficacy, but not with student demographics (e.g., only child status). The findings can inform leaders and practitioners on promoting an accepting school climate for the whole school wellbeing. Limitations and implications for research and practice were discussed.

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Section: Limitations and Future Directionsmentioning

confidence: 99%

Happy Together: Multilevel Associations Between Chinese Adolescents' and Teachers' School-Specific Subjective Wellbeing

Zhang,

Yu,

et al. 2023

Preprint

View full text Add to dashboard Cite

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The Buffering Effect of Perceptions of Teacher and Student Defending on the Impact of Peer Victimization on Student Subjective Wellbeing

Meter

Butler

Renshaw

2023

Int Journal of Bullying Prevention

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Peer victimization is associated with unwanted outcomes including less school belongingness and lower academic ability and school achievement. This study expanded on previous research by investigating how a perception of defending by peers and teachers interacted with peer victimization to predict four aspects of student subjective wellbeing: school connectedness, joy of learning, educational purpose, and academic efficacy. Participants were 1058 (488 girls, 524 boys, 20 who reported “other,” and 26 who did not report gender) U.S. adolescent 6th–9th graders, many who received free/reduced-price lunch, often from urban schools. Their mean age was 12.96 years (SD = 1.20); most identified as Hispanic (62%), followed by White (13%), Black (11%), Multiracial (7%), Asian (6%), and less than 1% American Indian or Pacific Islander. Results showed that perceived defending from students can impact victimized adolescents’ sense of connectedness to their schools and their joy of learning. It is important to understand how perceived defending impacts victims of peer victimization in order to evaluate intervention effectiveness.

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Indonesian adaptation of the Revised College Student Subjective Wellbeing Questionnaire

Cited by 2 publications

References 21 publications

Happy Together: Multilevel Associations Between Chinese Adolescents' and Teachers' School-Specific Subjective Wellbeing

Happy Together: Multilevel Associations Between Chinese Adolescents' and Teachers' School-Specific Subjective Wellbeing

The Buffering Effect of Perceptions of Teacher and Student Defending on the Impact of Peer Victimization on Student Subjective Wellbeing

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