Buradasınız

Üniversite Öğrencileri için Geliştirilen Öznel İyi Oluşu Artırma Programının Etkililiğinin İncelenmesi

Investigating The Effectiveness of Subjective Well-Being Increasing Program For University Students

Journal Name:

Publication Year:

Keywords (Original Language):

Author Name
Abstract (2. Language): 
This study examines the effectiveness of subjective well-being increasing program which is developed with respect to positive psychology for university students in a non-clinical sample. A total of 26 students (13 of them in experimental group and 13 of them in control group) between ages 18-22 were included in the present study. The two (experiment and control) groups pretest-posttest design were used in this study. The scales of Satisfaction with Life, Positive-Negative Affect, and also personal information form were used. In this study, Mann Whithney U and Wilcoxon Sign Test were used in order to analysis of data. According to results, students who participate in program as a person in experimental group have much higher points on the life satisfaction and positive affection, and also fewer points on negative affection than the students in the control groups. Additionally, program supplied eight important gains. Subjective well-being increasing program which is developed in the present study could be used for increasing subjective well-being of individuals.
Abstract (Original Language): 
Bu araştırmanın amacı, pozitif psikoloji temelinde geliştirilen öznel iyi oluşu artırma programının etkililiğinin incelenmesidir. Araştırmaya 13 deney grubunda 13 ise kontrol grubunda olmak üzere 18-22 yaş aralığında toplam 26 üniversite öğrencisi katılmıştır. Araştırmada, Yaşam Doyumu, Olumlu-Olumsuz Duygu Ölçeği ve Nitel Değerlendirme Formu kullanılmıştır. Araştırma, ön-test ve son-test deney ve kontrol gruplu deneysel deseninde gerçekleştirilmiştir. Verilerin analizinde parametrik olmayan analiz tekniklerinden Mann Whithney U ve Wilcoxon İşaretli Sıralar Testi kullanılmıştır. Yapılan analizlerin sonucuna göre, deney grubunda yer alan bireylerin kontrol grubunda yer alanlara göre olumlu duygularında ve yaşam doyumlarında önemli düzeyde bir artış görülürken; olumsuz duygularında ise önemli düzeyde bir azalış olduğu bulunmuştur. Programın nitel değerlendirmesine göre de, program bireylere kişisel ve toplumsal açılardan katkı sağlamıştır. Bu çalışmada geliştirilen program, üniversite öğrencilerinin öznel iyi oluş düzeylerini yükseltmede kullanılabilir. Bu sonuçlar, literatür doğrultusunda tartışılmıştır.

REFERENCES

References: 

Aluede, O., Imhonde, H. & Eguavoen, A. (2006). Academic, career and personal needs of
Nigerian university students. Journal of Instructional Psychology, 33 (1), 50-57.
Argyle, M. (1999). Causes and correlates of happiness. In Kahneman, D., Diener, E., and
Schwarz, N. (Eds.), Well-Being: The Foundations of Hedonic Psychology (pp. 353-373). New York: Russell Sage Foundation.
Arnett, J.J. (2000). Emerging adulthood: A theory of development from the late teens through
the twenties. American Psychologist, 55, 469-480.
Arnett, J. J. (2001). Conceptions of the transition to adulthood: Perspectives from adolescence
to midlife. Journal of Adult Development, 8, 133-143.
Buss, D. M. (2000). The evolution of happiness. American Psychologist, 55, 15–23.
Cenkseven, F., & Akbaş, T. (2007). Üniversite öğrencilerinde öznel ve psikolojik iyi olmanın
yordayıcılarının incelenmesi. Türk Psikolojik Danışma ve Rehberlik Dergisi, 3 (27), 43-62.
Chambel, M. J., & Curral, L. (2005). Stress in academic life: Work characteristics as
predictors of student well-being and performance. Applied Psychology: An International Review, 54, 135–147.
Cotton, S. J., Dollard, M. F., & de Jonge, J. (2002). Stress and student job design:
Satisfaction, well-being, and performance in university students. International Journal of Stress Management, 9, 147–162.
Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York: Harper
& Row.
Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, Eylül 2014, Sayı 31, 111 - 128
123
Deci, E. L. (2008). Self-determination theory: A macrotheory of human motivation,
development and health. Canadian Psychology, 49, 182–185.
Diener, E. (1984). Subjective well being. Psychological Bulletin, 95, 542–575.
Diener, E., Emmons, R. A., Larsen, R. J., & Griffen, S. (1985). The satisfaction with life
scale. Journal of Personality Assessment, 49, 71–75.
Diener, E. (1994). Assessing subjective well-being: Progress and opportunities. Social
Indicators Research, 31, 103-157.
Diener, E. , Suh, E. M. , Lucas, R. E. & Smith, H. (1999). Subjective well-being: Three
decades of progress. Psychological Bulletin, 125(2), 276-302.
Diener, E., & Seligman, M. E. P. (2002). Very happy people. Psychological Science, 13, 81–
84.
Diener, E., & Seligman, M. E. P. (2004). Beyond money: Toward an economy of wellbeing.
Psychological Science in the Public Interest, 5, 1–31.
Dilmaç, B., & Bozgeyikli, H. (2009). Öğretmen adaylarının öznel iyi olma ve karar verme
stillerinin incelenmesi. Erzincan Eğitim Fakültesi Dergisi, 11(1), 181-197.
Emmons, R.A., & McCullough, M.E. (2003). Counting blessings versus burdens: An
experimental ınvestigation of gratitude and subjective well-being in daily life. Journal of Personality and Social Psychology, 84, 377–389.
Emmons, R. A. (1986). Personal strivings: an approach to personality and Subjective well
being. Journal of Personality and Social Psychology, 51, 1058-1068.
Erkan, S. Ozbay, Y., Cihangir-Çankaya, Z. & Terzi, Ş. (2012). Üniversite öğrencilerinin
yaşadıkları problemler ve psikolojik yardım arama gönüllülükleri. Eğitim ve Bilim (Education and Science), 164(94-107).
Eryılmaz, A. (2010). Developing a scale about subjective well being increases strategies for
adolescents. Journal of Turkish Psychological Counseling, 33, 81–88.
Eryılmaz, A. (2011). The relationship between adolescents’ subjective well being and
positive expectations towards future. Düsünen Adam The Journal of Psychiatry and
Neurological Sciences, 24 (3), 209-215.
Eryılmaz, A. (2012). A model of subjective well-being for adolescents in high school. Journal
of Happines Studies, 13(2), 275-289.
Eryılmaz, A., & Ercan, L. (2010). Öznel iyi oluş ile algılanan kontrol arasındaki ilişkinin
incelenmesi. İlköğretim Online, 9(2), 952-959.
Eryılmaz, A., & Ercan, L. (2011). Öznel iyi oluşun cinsiyet, yaş grupları ve kişilik
Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, Eylül 2014, Sayı 31, 111 - 128
124
özellikleri açısından incelenmesi. Türk Psikolojik Danışma ve Rehberlik Dergisi.36
(4), 139-151.
Fraenkel, J. R., & Wallen, N. E. (1993). How to design and evaluate research in education.
New York: Mcgraw Hill.
Fordyce, M. W. (1977). Development of a program to increase happiness. Journal of
Counseling Psychology, 24, 511–521.
Fordyce, M. W. (1983). A program to increase happiness: Further studies. Journal of
Counseling Psychology, 30, 483–498.
Frisch, M. B., Clark, M. P., Rouse, S. V., Rudd, M. D., Paweleck, J. K., Greenstone, A., &
Kopplin, D. A. (2005). Predictive and treatment validity of life satisfaction and the Quality of Life Inventory. Assessment, 12, 66–78.
Gençöz, T. (2000). Positive and negative affect schedule: A study of validity and reliability.
Turkish Journal of Psychology, 46, 19–26.
Hefferon, K.,& Boniwell, I. (2010). Positive psychology.NewYork:McGraw Hill.
İlhan, T., & Özbay, Y. (2010). Her amaç sağlığa iyi gelmez: Yaşam amaçların ve psikolojik
ihtiyaç doyumunun öznel iyi oluş üzerindeki yordayıcı rolü. Türk Psikolojik Danışma ve Rehberlik Dergisi. 34 (2), 109-119.
Koker S (1991). Comparing the level of the life satisfaction of the normal adolescents and
adolescents with problems. Unpublished doctoral dissertation. Ankara University, Ankara, Turkey.
Lerner,R.M. (2004). Liberty: Thriving and civic engagement among American youth.
Thousand Oaks, CA: Sage.
Lyubommirsky, S. (2001). Why are some people happier than others: the role of cognitive
and motivational processes ın well-being. American Psychologist. Vol.56. No.3, 239-249.
Mauss, I.B., Savino, N.S., Anderson, C.L., Weisbuch, M., Tamir, M., & Laudenslager, M.L.
(2011). The pursuit of happiness can be lonely. Emotion, 12 (5), 908-920.
Myers, D. G., & Diener, E. (1995). Who is happy? Psychological Science, 6, 10-19.
Nickerson, C., Diener, E., & Schwarz, S. (2011). Positive affect and college success. Journal
of Happiness Studies, 12, 717–746.
Parks, A., Della Porta, M., Pierce, R. S., Zilca, R., & Lyubomirsky, S. (2012). Pursuing
happiness in everyday life: The characteristics and behaviors of online happiness seekers. Emotion, 12, 1222-1234.
Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, Eylül 2014, Sayı 31, 111 - 128
125
Peterson, C. (2000). The future of optimism. American Psychologist, 55, 44–55.
Seligman, M.E. & Csikszentmihalyi, M. (2000). Positive psychology: An introduction.
American Psychologist, 55, 5–14.
Sheldon, K. M. & King, L. (2001). Why positive psychology is necessary. American
Psychologist, 56, 216 – 217.
Schwartz, S. J., Forthun, L. F., Ravert, R. D., Zamboanga, B. L., Rodriguez, L., Umaña
Taylor, A. J., Filton, B. J., Kim, S. Y., Rodriguez, L., Weisskirch, R. S., Vernon, M., Shneyderman, Y., Williams, M. K., Agocha, V. B., & Hudson, M. (2010). The protective role of identity consolidation against health risk behaviors in college-attending emerging adults. American Journal of Health Behavior, 34, 214-224.
Seligman, M.E. & Csikszentmihalyi, M. (2000). Positive psychology: An introduction.
American Psychologist, 55, 5–14.
Suldo, S. M., & Shaffer, E. J. (2008). Looking beyond psychopathology: The dualfactor
model of mental health in youth. School Psychology Review, 37(1), 52-68.
Tkach, C., & Lyubomirsky, S. (2006). How do people pursue happiness? Relating personality,
happiness increasing strategies, and well-being. Journal of Happiness Studies, 7, 183–225.
Tuzgöl, M. D. (2010). Güney afrika ve Türkiye’deki üniversite öğrencilerinin bazı değiş
kenlere göre öznel iyi oluş ve yaşam doyumlarının incelenmesi. Eğitim ve Bilim, 35 (158), 75-89.
Tümkaya, S. (2011). Humour styles and socio-demographic variables as predictors of sub
jective well-being of Turkish university students. Eğitim ve Bilim, 36 (160), 158-170.
Vaillant, G. E. (2002). Aging well. Little Brown, Boston, MA.
Yeşilyaprak, B. (1986). Üniversite öğrencilerinin psikolojik sorunları. Türk Psikoloji Dergisi.
20, 80-85.
Yetim, Ü. (1993). Life satisfaction: A study based on the organization of personal projects.
Social Indicators Research, 29 (3), 277-289.

Thank you for copying data from http://www.arastirmax.com