| dc.description.abstract | One factor that impacts students’ academic performance and success in life is their
psychological state. Well-being is considered one of the most crucial elements of this
psychological state and is defined as a condition “in which a person can realize their full
capacity, work successfully and creatively, establish strong interpersonal relationships,
and contribute to the community” (Beddington et al., 2008, p. 1057). For many years,
psychology and education have both employed and extensively investigated the idea of
well-being. Well-being is a broad subject and it is influenced by several factors; including
the school context, social relations, structural features and facilities of the school, and
many more. As a result, the context must be taken into account while discussing this
topic. In line with the information, this study aims to explore the well-being of 9th
-grade
students in the public school context. In the study, variables (school context, school
engagement and safety, students’ gender, relations with peers and teachers, and their
perceptions of school life) related to students' well-being levels were examined by using
a mixed-method technique. The quantitative data were collected using The EPOCH
Measure of Adolescent Well-being, adapted by Kern et al. (2016). In addition, qualitative
data were collected using semi-structured interviews. When the survey findings were
evaluated, the students’ overall well-being score was moderate, and there was no
significant difference in terms of gender. Besides, when the interview responses were
analyzed, it was revealed that students were happy in the school context, communicated
well with teachers and peers, participated in various activities, and felt safe in the school
context. | en_US |
