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İlkokul Öğrencilerinin İyi Oluşunu Kavramsallaştırmak: Sistematik bir inceleme*

Year 2023, Issue: 57, 1149 - 1176, 30.09.2023
https://doi.org/10.53444/deubefd.kuz7574

Abstract

Bu araştırmada Türkiye’deki ilkokul öğrencilerinin iyi oluşlarına (well-being) odaklanan alanyazını sistematik olarak gözden geçirmek amacıyla beş veri tabanı kullanılarak (Ulusal Tez Merkezi, TÜBİTAK ULAKBİM TR Dizin, ERIC, Scopus ve Web of Science) sistematik arama yapılmış ve ilkokul öğrencilerinin iyi oluşlarını ele alan, Türkçe ve İngilizce dillerinde nitel, nicel ve karma yöntemlerden herhangi biri kullanılarak yazılmış, veri tabanında bulunan veya hakemli bilimsel dergilerde yer alan çevrimiçi erişilebilir tezler ve makaleler incelenmiştir. Belirlenen ölçütler kapsamında 15 çalışma dahil edilmiş, ağırlığın nitel ve nicel desenlerde olduğu, iyi oluşun, ağırlıklı olarak ilkokulda psikoloji, beden eğitimi ve spor disiplinleri ile birlikte ele alındığı belirlenmiştir. Çalışmaların konu alanlarının: iyi oluşu tanımlama, çocukların iyi oluşlarını etkileyebilecek, koruyabilecek ve geliştirebilecek değişkenlerin etkisine bakma ve iyi oluş-akademik başarı ilişkisi olduğu saptanmıştır. Araştırma, iyi oluşun “psikolojik iyi oluş”, “öznel iyi oluş”, “psikolojik ve duygusal iyi oluş”, “bağlanma, duygular ve beklentiler”, “sosyal duygusal iyi oluş” ve “zihinsel iyi oluş” gibi çeşitli biçimlerde ele alındığını ortaya çıkarmıştır. İncelenen çalışmalarda ebeveyn tutumunun, kardeş ilişkilerinin, arkadaşlık ilişkilerinin, öğretmen-öğrenci ilişkilerinin, öğrencinin sosyo-duygusal gelişiminin, psikolojik sağlamlığının ve okul ortamındaki nezaketin ilkokul öğrencilerinin iyi oluşları üzerinde etkili oldukları görülmüştür. Elde edilen bulgular alanyazın ışığında tartışılarak çeşitli önerilerde bulunulmuştur.

References

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Year 2023, Issue: 57, 1149 - 1176, 30.09.2023
https://doi.org/10.53444/deubefd.kuz7574

Abstract

References

  • Akın, A., Yılmaz, S., Özen, Y., Raba, S. & Özhan, Y. (2016). Stirling çocuklar için duygusal ve psikolojik iyi oluş ölçeği'nin Türkçe formunun geçerlik ve güvenirliği. H. İ. Sağlam ve diğerleri (Ed.), V. Sakarya’da Eğitim Araştırmaları Kongresi, bildiri kitabı içinde (ss. 74-79). Sakarya Üniversitesi.
  • Alpay, M. R. (2021). Farkındalık temelli beden eğitimi derslerinin ilkokul 3. ve 4. Sınıf öğrencilerinin bilinçli farkındalık ile duygusal ve psikolojik iyi oluş düzeyleri üzerine etkisi. [Yayımlanmamış yüksek lisans tezi]. Ankara Üniversitesi.
  • Ayan, T. (2019). Assessing childrens subjective well-being in a school context. [Yayımlanmamış yüksek lisans tezi]. Boğaziçi Üniversitesi.
  • Azorín, C. (2020). Beyond COVID-19 supernova. Is another education coming? Journal of Professional Capital and Community, 5(3/4), 381–390.
  • Bademci, H. Ö., Warfa, N., Bağdatlı-Vural, N., Karadayı, E. F., Yurt, S., & Karasar, Ş. (2020). Teachers’ perceptions of an attachment-informed psychosocial programme for schoolchildren with social and emotional problems in Istanbul, Turkey: theory & practice. Journal of Social Work Practice, 34(1), 53–65. doi:10.1080/02650533.2019.1611550
  • Başaran, M., Erol, M., & Yılmaz, D. (2020). Öğrencilerinin psikolojik sağlamlıkları ile duygusal ve psikolojik iyi oluşlukları arasındaki ilişkinin incelenmesi. IBAD Sosyal Bilimler Dergisi, 290–303. doi:10.21733/ibad.798643
  • Birmaher, B., Brent, D. A., Chiappetta, L., Bridge, J., Monga, S. & Baugher, M. (1999). Psychometric properties of the Screen for Child Anxiety Related Emotional Disorders (SCARED): a replication study. Journal of the American Academy of Child And Adolescent Psychiatry, 38(10), 1230–1236.
  • Bozgün, K., & Kösterelioğlu, M. A. (2020). İlköğretim öğrencileri için okulda öznel iyi oluş ölçeğini türkçeye uyarlama çalışması. Uluslararası Türkçe Edebiyat Kültür Eğitim (TEKE) Dergisi, 9(2), 884-897.
  • Bozgün, K., & Akın-Kösterelioğlu, M. (2021). The roles of social-emotional development, academic grit and subjective well-being in primary school students’ reading-writing motivation. Reading Psychology, 42(8), 836–857. doi:10.1080/02702711.2021.1955782
  • Buchanan, D., Hargreaves, E. & Quick, L. (2022). Schools closed during the pandemic: revelations about the well-being of ‘lower-attaining’ primary-school children. Education 3–13, 1-14. doi:10.1080/03004279.2022.2043405
  • Calp, Ş. (2020). Peaceful and happy schools: How to build positive learning environments? International Electronic Journal of Elementary Education, 12(4), 311–320. doi: 10.26822/iejee.2020459460
  • Courtwright, S. E., Le Pard, A., & Jones, J. (2022). Emotional wellbeing in adolescents living with chronic conditions: a metasynthesis of the qualitative literature. Journal of Adolescent Health, 70 (6), 864–876. doi:10.1016/j.jadohealth.2021.12.020
  • Creswell, J.W. (2006). Understanding mixed methods research, (Chapter 1). http://www.sagepub.com/upm-data/10981_Chapter_1.pdf
  • Çakmakci, F. (2004). The validity and reliability study of screening instrument for anxiety disorders in children. [Yayımlanmamış yüksek lisans tezi]. Kocaeli Üniversitesi.
  • Dedeoğlu, H., Baş, Ö., Kesik, C. & Çelik, S. (2021). Elementary school teachers’ experiences of information and communication technologies during covid19 pandemic. Journal of History School, 51, 1119–1142. doi:10.29228/Joh.49832
  • Diener E. (2009). Subjective Well-Being. E. Diener (Ed.), The Science of Well-Being içinde (11–58 s.). Social Indicators Research Series, 37. Springer. doi:10.1007/978-90-481-2350-6_2
  • Dubale, Y. G. & Mekonen, A. A. (2022). The well-being of children in a single-mother headed family: a case of Debre Tabor, Ethiopia. African Journal of Social Work, 12(2), 21–28.
  • Duckworth, A. (2019). Azim: Sabır, tutku ve kararlılığın gücü (2. Baskı). (Ö., Taner, Çeviri). Pegasus.
  • Erden-Basaran, Ö. (2021). Protecting refugee students’ wellbeing after research. International Journal of Qualitative Methods, 20. doi:10.1177/16094069211025892
  • Erikson, E., H. (1993). Childhood and society. W. W. Norton.
  • Erol, M. (2022). İlkokul 3. sınıf öğrencilerinin arkadaşlığa yükledikleri anlamlar doğrultusunda geliştirilen eğitim programının arkadaşlık, akran ilişkileri ve psikolojik iyi oluşa etkisi. [Yayımlanmamış doktora tezi]. Gazi Üniversitesi.
  • Fanchini, A., Jongbloed, J. & Dirani, A. (2019). Examining the well-being and creativity of schoolchildren in France. Cambridge Journal of Education, 49(4), 391–416. doi:10.1080/0305764X.2018.1536197.
  • Fullan, M. & Gallagher, M. J. (2020). The devil is in the details: System solutions for equity, excellence, and student well-being. Dallas: Corwin.
  • Gilbert, D. T. (2006). Stumbling on happiness (1st ed.). New york: A. A. Knopf.
  • Gillett-Swan, J. K. & Sargeant, J. (2015). Wellbeing as a process of accrual: Beyond subjectivity and beyond the moment. Social Indicators Research, 121(1), 135–148. doi:10.1007/s11205-014-0634-6 Goldberg, J. M., Clarke, A. M., Klooster, P. M. ten, Schreurs, K. M. & Bohlmeijer, E. T. (2019). Wellbeing and social safeness questionnaire (WSSQ): Initial psychometric assessment of a short digital screening instrument for primary school children. Cogent Education, 6(1), 1–13. doi:10.1080/2331186X.2019.1597411
  • Gündoğan, A. & Akar, C. (2019). Happiness scale at school for primary school students: validity and reliability study. Türk Akademik Yayınlar Dergisi (TAY Journal), 3(1), 61–75.
  • Haffejee, S., Vostanis, P., O'Reilly, M., Law, E., Eruyar, S., Fleury, J. & Getanda, E. (2022). Disruptions, adjustments and hopes: The impact of the COVID‐19 pandemic on child well‐being in five Majority World Countries. Children & Society, 37(1), 8–28. doi:10.1111/chso.12563
  • Hill, J. L., Kern, M. L., Seah (佘伟忠), W. T. & Jan van Driel, J. (2021). Feeling good and functioning well in mathematics education: exploring students’ conceptions of mathematical well-being and values. ECNU Review of Education, 4(2), 349–375. doi:10.1177/2096531120928084
  • İlhan, A., & Gümüşdağ, H. (2022). An investigation of psychological well-being of primary school athlete students. International Online Journal of Education and Teaching, 9(4), 1672–1678.
  • İslamoğlu, G., & Börü, D. (2007). Esenlik (well-being) ve çatışmayı ele alış tarzı. Öneri Dergisi, 7(27), 61–82. doi:10.14783/maruoneri.684716
  • Jørring, A. H., Bølling, M., Nielsen, G., Stevenson, M. P. & Bentsen, P. (2020). Swings and roundabouts? Pupils’ experiences of social and academic well-being in education outside the classroom. Education 3–13, 48(4), 413-428.
  • Kandemir, O. (2017). Refah göstergeleri bağlamında türkiye'de iller arası iç göç hareketlerinin analizi. İnsan ve Toplum Bilimleri Araştırmaları Dergisi, 6(1), 275–288.
  • Kanonire, T., Federiakin, D. A., & Uglanova, I. L. (2020). Multicomponent framework for students’ subjective well-being in elementary school. School Psychology, 35(5), 321–331. doi:10.1037/spq0000397
  • Kaya Memiş, A., & Oğuz Duran, N., (2019). İlkokul öğrencilerinde okul nezaket algısı ve psikolojik ve duygusal iyi oluş arasındaki ilişkisinin incelenmesi. İlköğretim Online (elektronik), 18(4), 1671-16. doi:10.17051/ilkonline.2019.632917
  • Keyes, C. L. M. (1998). Social well-being. Social Psychology Quarterly, 61(2), 121–140. doi:10.2307/2787065
  • Keyes, C. L. M. (2005). Mental illness and/or mental health? Investigating axioms of the complete state model of health. Journal of Consulting and Clinical Psychology, 73(3), 539–548. doi:10.1037/0022-006X.73.3.539
  • Lasserson, T. J., Thomas, J. & Higgins, J. P. T. (2019). Starting a review. J. P. T. Higgins, J. Thomas, J. Chandler, M. Cumpston, T. Li, M.J. Page ve V.A. Welch (Eds.), Cochrane handbook for systematic reviews of interventions (2. Baskı, s.3–12) içinde. UK: Wiley-Blackwell.
  • Lewinsohn, P. M. & Amenson, C. S. (1978). Some relations between pleasant and unpleasant mood-related events and depression. Journal Of Abnormal Psychology, 87(6), 644–654. doi:10.1037/0021-843X.87.6.644
  • Liddle, I. & Carter, G. F. (2015). Emotional and psychological well-being in children: the development and validation of the Stirling Children’s Well-being Scale. Educational Psychology in Practice, 31(2), 174–185. doi:10.1080/02667363.2015.1008409
  • Liu, W., Tian, L., Huebner, E. S., Zheng, X., & Li, Z. (2015). Preliminary development of the Elementary School Students’ Subjective Well-Being İn School Scale. Social Indicators Research, 120(3), 917–937.
  • Long, R. F., Huebner, E. S., Wedell, D. H., & Hills, K. J. (2012). Measuring school-related subjective well-being in adolescents. The American Journal of Orthopsychiatry, 82(1), 50–60. doi:10.1111/j.1939-0025.2011.01130.x
  • Margetts, K. (2003). Children bring more to school than their backpacks: Starting school down under. European Early Childhood Education Research Journal, 11(1), 5–14. doi:10.1080/1350293X.2003.12016701
  • McDade-Montez, E., Wallander, J., Elliott, M., Grunbaum, J. A., Tortolero, S., Cuccaro, P. & Schuster, M. A. (2015). Tv viewing, perceived similarity, coviewing, and mental well-being among African American, Latino, and White Children. Journal of Early Adolescence, 35(3), 329–352. doi:10.1177/0272431614531655
  • McNeely, C. A., Nonnemaker, J. M., & Blum, R. W. (2002). Promoting school connectedness: Evidence from the National Longitudinal Study of Adolescent Health. Journal of School Health, 72(4), 138–146. doi:10.1111/j.1746–1561.2002.tb06533.x
  • Mealings, K. (2022). A scoping review of the effects of classroom acoustic conditions on primary school children’s physical health. Acoustics Australia, 50, 373–381. doi:10.1007/s40857-022-00271-8
  • Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis: An expanded Sourcebook (2. Baskı). Sage Publications.
  • Milli Eğitim Bakanlığı. (2018). Beden eğitimi ve oyun dersi öğretim programı. http://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=443
  • Newman, M. & Gough, D. (2020). Systematic reviews in educational research: methodology, perspectives and application. O. Zawacki-Richter, M. Kerres, S. Bedenlier, M. Bond, K. & Buntins (Eds.), Systematic reviews in educational research: Methodology, perspectives and application (s. 3–22) içinde. Springer VS. doi:10.1007/978-3-658-27602-7
  • Oberle, E., Schonert-Reichl, K. A., & Zumbo, B. D. (2011). Life satisfaction in early adolescence: Personal, neighborhood, school, family, and peer influences. Journal Of Youth And Adolescence, 40(7), 889–901. doi:10.1007/s10964-010-9599-1
  • Oberle, E., (2018). Early adolescents' emotional well-being in the classroom: the role of personal and contextual assets. Journal of School Health, 88(2), 101–111. doi:10.1111/josh.12585
  • Oishi, S., Diener, E., Lucas, R. E. & Suh, E. M. (2009). Cross-cultural variations in predictors of life satisfaction: Perspectives from needs and values. Culture and well-being, 38, 109–127. doi:10.1007/978-90-481-2352-0_6
  • Onwuegbuzie, A. J. ve Leech, N. L. (2004). Enhancing the ınterpretation of “significant” findings: The role of mixed methods research. The Qualitative Report, 9(4): 770–792. doi:10.46743/2160-3715/2004.1913
  • Özdemir, Y., Hiğde, A. Y., & Sağkal, A. S. (2021). İlkokul çocukları için okul mutluluğu ölçeği’nin (İÇİOMÖ) geliştirilmesi: Geçerlik ve güvenirlik çalışması. Milli Eğitim Dergisi, 50(231), 111-127. doi:10.37669/milliegitim.745320
  • Pollard, E. L. & Lee, P. D. (2003). Child well-being: A systematic review of the literature. Social İndicators Research, 61(1), 59–78.doi:10.1023/A:1021284215801
  • Powell, M. A., McArthur, M., Chalmers, J., Graham, A., Moore, T., Spriggs, M. & Taplin, S. (2018). Sensitive topics in social research involving children. International Journal of Social Research Methodology, 21(6), 647–660. doi:10.1080/13645579.2018.1462882
  • Requena, F. (2016). Rural-urban living and level of economic development as factors in subjective well-being. Social Indicators Research, 128, 693–708. doi:10.1007/s11205-015-1051-1
  • Santa-Cruz, C., Espinoza, V., Donoso, J., Rosas, R., & Badillo, D. (2022). How did the pandemic affect the socio-emotional well-being of Chilean schoolchildren? A longitudinal study. School Psychology, 37(1), 85–96.doi:10.1037/spq0000493
  • Senemoğlu, N. (2018). Gelişim öğrenme ve öğretim (26. Baskı). Anı Yayıncılık.
  • Yıldırım, A., & Şimşek, H., (2018). Sosyal bilimlerde nitel araştırma yöntemleri (11.Baskı). Seçkin Yayıncılık. Sweeney, P. D., Shaeffer, D. E. & Golin, S. (1982). Pleasant events, unpleasant events, and depression. Journal of Personality and Social Psychology, 43(1), 136–144. doi:10.1037/0022-3514.43.1.136
  • Taskiran, A. (2021). Psycho-social and educational dimension of the COVID-19 lockdown for elementary school students. Journal of Educational Technology & Online Learning, 4(4), 562–575. doi:10.31681/jetol.1015191
  • Thompson S. & Aked J. (2009). A guide to measuring children’s well-being. Backing the Future: Practical guide 2.
  • Tuukkanen, T. & Pekkarinen, E. (2022). Children's experiences of a good environment and its future—Developing theoretical framework for children's wellbeing. Children & Society, 00, 1–16. doi:10.1111/chso.12595
  • Türkiye İstatistik Kurumu. (2021). Yaşam memnuniyeti araştırması (Yayın no. 45832).
  • Veenhoven. R. (2021). Happy Life Years in 160 nations 2010-2019.
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Year 2023, Issue: 57, 1149 - 1176, 30.09.2023
https://doi.org/10.53444/deubefd.kuz7574

Abstract

References

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  • Haffejee, S., Vostanis, P., O'Reilly, M., Law, E., Eruyar, S., Fleury, J. & Getanda, E. (2022). Disruptions, adjustments and hopes: The impact of the COVID‐19 pandemic on child well‐being in five Majority World Countries. Children & Society, 37(1), 8–28. doi:10.1111/chso.12563
  • Hill, J. L., Kern, M. L., Seah (佘伟忠), W. T. & Jan van Driel, J. (2021). Feeling good and functioning well in mathematics education: exploring students’ conceptions of mathematical well-being and values. ECNU Review of Education, 4(2), 349–375. doi:10.1177/2096531120928084
  • İlhan, A., & Gümüşdağ, H. (2022). An investigation of psychological well-being of primary school athlete students. International Online Journal of Education and Teaching, 9(4), 1672–1678.
  • İslamoğlu, G., & Börü, D. (2007). Esenlik (well-being) ve çatışmayı ele alış tarzı. Öneri Dergisi, 7(27), 61–82. doi:10.14783/maruoneri.684716
  • Jørring, A. H., Bølling, M., Nielsen, G., Stevenson, M. P. & Bentsen, P. (2020). Swings and roundabouts? Pupils’ experiences of social and academic well-being in education outside the classroom. Education 3–13, 48(4), 413-428.
  • Kandemir, O. (2017). Refah göstergeleri bağlamında türkiye'de iller arası iç göç hareketlerinin analizi. İnsan ve Toplum Bilimleri Araştırmaları Dergisi, 6(1), 275–288.
  • Kanonire, T., Federiakin, D. A., & Uglanova, I. L. (2020). Multicomponent framework for students’ subjective well-being in elementary school. School Psychology, 35(5), 321–331. doi:10.1037/spq0000397
  • Kaya Memiş, A., & Oğuz Duran, N., (2019). İlkokul öğrencilerinde okul nezaket algısı ve psikolojik ve duygusal iyi oluş arasındaki ilişkisinin incelenmesi. İlköğretim Online (elektronik), 18(4), 1671-16. doi:10.17051/ilkonline.2019.632917
  • Keyes, C. L. M. (1998). Social well-being. Social Psychology Quarterly, 61(2), 121–140. doi:10.2307/2787065
  • Keyes, C. L. M. (2005). Mental illness and/or mental health? Investigating axioms of the complete state model of health. Journal of Consulting and Clinical Psychology, 73(3), 539–548. doi:10.1037/0022-006X.73.3.539
  • Lasserson, T. J., Thomas, J. & Higgins, J. P. T. (2019). Starting a review. J. P. T. Higgins, J. Thomas, J. Chandler, M. Cumpston, T. Li, M.J. Page ve V.A. Welch (Eds.), Cochrane handbook for systematic reviews of interventions (2. Baskı, s.3–12) içinde. UK: Wiley-Blackwell.
  • Lewinsohn, P. M. & Amenson, C. S. (1978). Some relations between pleasant and unpleasant mood-related events and depression. Journal Of Abnormal Psychology, 87(6), 644–654. doi:10.1037/0021-843X.87.6.644
  • Liddle, I. & Carter, G. F. (2015). Emotional and psychological well-being in children: the development and validation of the Stirling Children’s Well-being Scale. Educational Psychology in Practice, 31(2), 174–185. doi:10.1080/02667363.2015.1008409
  • Liu, W., Tian, L., Huebner, E. S., Zheng, X., & Li, Z. (2015). Preliminary development of the Elementary School Students’ Subjective Well-Being İn School Scale. Social Indicators Research, 120(3), 917–937.
  • Long, R. F., Huebner, E. S., Wedell, D. H., & Hills, K. J. (2012). Measuring school-related subjective well-being in adolescents. The American Journal of Orthopsychiatry, 82(1), 50–60. doi:10.1111/j.1939-0025.2011.01130.x
  • Margetts, K. (2003). Children bring more to school than their backpacks: Starting school down under. European Early Childhood Education Research Journal, 11(1), 5–14. doi:10.1080/1350293X.2003.12016701
  • McDade-Montez, E., Wallander, J., Elliott, M., Grunbaum, J. A., Tortolero, S., Cuccaro, P. & Schuster, M. A. (2015). Tv viewing, perceived similarity, coviewing, and mental well-being among African American, Latino, and White Children. Journal of Early Adolescence, 35(3), 329–352. doi:10.1177/0272431614531655
  • McNeely, C. A., Nonnemaker, J. M., & Blum, R. W. (2002). Promoting school connectedness: Evidence from the National Longitudinal Study of Adolescent Health. Journal of School Health, 72(4), 138–146. doi:10.1111/j.1746–1561.2002.tb06533.x
  • Mealings, K. (2022). A scoping review of the effects of classroom acoustic conditions on primary school children’s physical health. Acoustics Australia, 50, 373–381. doi:10.1007/s40857-022-00271-8
  • Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis: An expanded Sourcebook (2. Baskı). Sage Publications.
  • Milli Eğitim Bakanlığı. (2018). Beden eğitimi ve oyun dersi öğretim programı. http://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=443
  • Newman, M. & Gough, D. (2020). Systematic reviews in educational research: methodology, perspectives and application. O. Zawacki-Richter, M. Kerres, S. Bedenlier, M. Bond, K. & Buntins (Eds.), Systematic reviews in educational research: Methodology, perspectives and application (s. 3–22) içinde. Springer VS. doi:10.1007/978-3-658-27602-7
  • Oberle, E., Schonert-Reichl, K. A., & Zumbo, B. D. (2011). Life satisfaction in early adolescence: Personal, neighborhood, school, family, and peer influences. Journal Of Youth And Adolescence, 40(7), 889–901. doi:10.1007/s10964-010-9599-1
  • Oberle, E., (2018). Early adolescents' emotional well-being in the classroom: the role of personal and contextual assets. Journal of School Health, 88(2), 101–111. doi:10.1111/josh.12585
  • Oishi, S., Diener, E., Lucas, R. E. & Suh, E. M. (2009). Cross-cultural variations in predictors of life satisfaction: Perspectives from needs and values. Culture and well-being, 38, 109–127. doi:10.1007/978-90-481-2352-0_6
  • Onwuegbuzie, A. J. ve Leech, N. L. (2004). Enhancing the ınterpretation of “significant” findings: The role of mixed methods research. The Qualitative Report, 9(4): 770–792. doi:10.46743/2160-3715/2004.1913
  • Özdemir, Y., Hiğde, A. Y., & Sağkal, A. S. (2021). İlkokul çocukları için okul mutluluğu ölçeği’nin (İÇİOMÖ) geliştirilmesi: Geçerlik ve güvenirlik çalışması. Milli Eğitim Dergisi, 50(231), 111-127. doi:10.37669/milliegitim.745320
  • Pollard, E. L. & Lee, P. D. (2003). Child well-being: A systematic review of the literature. Social İndicators Research, 61(1), 59–78.doi:10.1023/A:1021284215801
  • Powell, M. A., McArthur, M., Chalmers, J., Graham, A., Moore, T., Spriggs, M. & Taplin, S. (2018). Sensitive topics in social research involving children. International Journal of Social Research Methodology, 21(6), 647–660. doi:10.1080/13645579.2018.1462882
  • Requena, F. (2016). Rural-urban living and level of economic development as factors in subjective well-being. Social Indicators Research, 128, 693–708. doi:10.1007/s11205-015-1051-1
  • Santa-Cruz, C., Espinoza, V., Donoso, J., Rosas, R., & Badillo, D. (2022). How did the pandemic affect the socio-emotional well-being of Chilean schoolchildren? A longitudinal study. School Psychology, 37(1), 85–96.doi:10.1037/spq0000493
  • Senemoğlu, N. (2018). Gelişim öğrenme ve öğretim (26. Baskı). Anı Yayıncılık.
  • Yıldırım, A., & Şimşek, H., (2018). Sosyal bilimlerde nitel araştırma yöntemleri (11.Baskı). Seçkin Yayıncılık. Sweeney, P. D., Shaeffer, D. E. & Golin, S. (1982). Pleasant events, unpleasant events, and depression. Journal of Personality and Social Psychology, 43(1), 136–144. doi:10.1037/0022-3514.43.1.136
  • Taskiran, A. (2021). Psycho-social and educational dimension of the COVID-19 lockdown for elementary school students. Journal of Educational Technology & Online Learning, 4(4), 562–575. doi:10.31681/jetol.1015191
  • Thompson S. & Aked J. (2009). A guide to measuring children’s well-being. Backing the Future: Practical guide 2.
  • Tuukkanen, T. & Pekkarinen, E. (2022). Children's experiences of a good environment and its future—Developing theoretical framework for children's wellbeing. Children & Society, 00, 1–16. doi:10.1111/chso.12595
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  • Veenhoven. R. (2021). Happy Life Years in 160 nations 2010-2019.
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Conceptualizing well-being of elementary students: A systematic review

Year 2023, Issue: 57, 1149 - 1176, 30.09.2023
https://doi.org/10.53444/deubefd.kuz7574

Abstract

In this study, a systematic research was conducted using five databases (National Thesis Center, TÜBİTAK ULAKBİM TR Index, ERIC, Scopus and Web of Science) in order to systematically review the literature on well-being of primary school students in Turkey. In line with this purpose, online accessible theses and articles in the databases or in peer-reviewed scientific journals that addressed the well-being of primary school students were examined. Within the scope of the determined criteria, 15 studies were included. It was noted that the subject areas of the studies were: defining well-being, looking at the effect of variables that can influence, protect and improve children's well-being, and the relationship between well-being and academic achievement. The research outcomes revealed that well-being was addressed in various forms such as "psychological well-being", "subjective well-being", "psychological and emotional well-being", "attachment, emotions and expectations", "social emotional well-being" and "mental well-being". We have derived that parental attitude, sibling relationships, friendship relationships, teacher-student relationships, socio-emotional development of the student, psychological resilience and kindness in the school environment were effective on the well-being of primary school students.

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There are 69 citations in total.

Details

Primary Language Turkish
Subjects Studies on Education
Journal Section Articles
Authors

Sümeyra Dülgergil 0000-0001-7689-837X

Serkan Çelik 0000-0002-4935-1499

Publication Date September 30, 2023
Published in Issue Year 2023 Issue: 57

Cite

APA Dülgergil, S., & Çelik, S. (2023). İlkokul Öğrencilerinin İyi Oluşunu Kavramsallaştırmak: Sistematik bir inceleme*. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi(57), 1149-1176. https://doi.org/10.53444/deubefd.kuz7574