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Bu araştırmanın amacı, (a) üniversite öğrencilerinde algılanan stres, öznel iyi oluş ve benlik belirginliği arasındaki ilişkileri ve (b) benlik belirginliğinin algılanan stres ve öznel iyi oluş (olumlu duygu, olumsuz duygu ve yaşam doyumu) arasında aracı rolü olup olmadığını incelemektir. Araştırmanın çalışma grubu, bir devlet üniversitesinin farklı fakültelerinde öğrenim gören 281 kadın (%58.7) ve 198 erkek (%41.3) olmak üzere toplam 479 üniversite öğrencisinden oluşmaktadır. Araştırmada kolay ulaşılabilir örnekleme yöntemi kullanılmıştır. Öncelikle bütün değişkenlere ilişkin betimsel istatistikler hesaplanmış, değişkenler arası ilişkiler Pearson Çarpım Momentler Korelasyon analizi kullanılarak belirlenmiştir. Aracılık analizleri Preacher ve Hayes’in önerileri doğrultusunda gerçekleştirilmiştir. Dolaylı etkilerin anlamlılığını incelemek için hem Sobel Z, hem de Preacher ve Hayes’in bootstrapping prosedürü kullanılmıştır. Bu araştırmada 10000 bootstrap yapılarak bootstrap katsayısı ve güven aralıkları belirlenmiştir. Elde edilen bulgulara göre algılanan stres ile öznel iyi oluş, olumlu duygu, olumsuz duygu ve yaşam doyumu arasında benlik belirginliğinin kısmi aracı rolü olduğu saptanmıştır. Benlik belirginliği, algılanan stresin öznel iyi oluş, olumlu duygu, olumsuz duygu ve yaşam doyumu üzerindeki etkisinin düşmesinde anlamlı bir etkiye sahiptir.
The purpose of this study is to study (a) the relationship between the stress perceived in university students, the subjective well-being and self-specificity, and (b) whether the self-specificity is an instrumental role between the stress perceived and the subjective well-being (positive feelings, negative emotions and life satisfaction). The study group consists of a total of 479 university students, including 281 women (58.7%) and 198 men (41.3%) studying in different faculties of a state university. The research has used an easy-to-access sample method. First of all, the visual statistics of all the variables are calculated, the intervariable relationships are determined using the Pearson Interruption Moments Correlation analysis. The mediation analysis was carried out according to the recommendations of Preacher and Hayes. To study the meaning of indirect effects, both Sobel Z and Preacher and Hayes’ bootstrapping procedure were used. In this study, 10,000 bootstraps were made to determine the bootstrap ratio and confidence intervals. According to the findings obtained; the perceptible stress and the objective goodness, the positive feelings, the negative feelings and the satisfaction of life have been found to be part of the instrumental role of self-sensitivity. Self-specificity has a meaningful effect on the decline of the impact of perceptible stress on the subjective well-being, positive emotions, negative emotions and life satisfaction.
The aim of this study is to examine (a) relationships between perceived stress, subjective well-being and self-concept clarity and (b) whether mediatory role of self-concept clarity in the relationship between perceived stress and subjective well-being (positive emotion, negative emotion and life satisfaction) in university students. The study sample consisted of 479 university students, 281 female (58.7%) and 198 male (41.3%), studying in different faculties of a state university. Convenience sampling method was used in the research. Descriptive statistics for all variables were calculated first, and then inter-variable correlations were determined using Pearson Product-Moments Correlation analysis. Mediation analyses were conducted according to the recommendations of Preacher and Hayes. Both Sobel Z and Preacher and Hayes bootstrapping procedures were applied to analyze the significance of the indirect effects. In this study, the bootstrap coefficient and confidence intervals were determined by 10000 bootstrapping. According to the findings, it was determined that the self-concept clarity has a partial mediating role between stress and subjective well-being, positive emotion, negative emotion and life satisfaction. Self-concept clarity has a significant effect in reducing the effect of perceived stress on subjective well-being, positive emotion, negative emotion and life satisfaction.
Field : Eğitim Bilimleri
Journal Type : Ulusal
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