KESEJAHTERAAN SESEORANG DI SUATU TEMPAT

Eka Yuni Rilianti (5090128) * Akses Informasi

Terdapat 40 persen pelajar di Jawa Tengah dan Jawa Timur tidak betah dengan lingkungan sekolah karena kondisi sekolah tidak menyenangkan. Akibatnya pelajar sering membolos yang berakibat pada penurunan kualitas pendidikan. Hasil Penelitian Fakultas Psikologi UGM pada SMU dan SMK di empat kota besar di Jawa Tengah dan Jawa Timur mengungkap 12 persen siswa mengaku pernah mendapat kekerasan di sekolah, 15 persen diantaranya mengalami cedera. Peneliti Fakultas Psikologi, Rahmat Hidayat mengatakan meski penelitian yang dilakukan tidak mengambil sample wilayah DIY namun diharapkan sekolah di DIY menciptakan suasana kondusif agar siswa betah di sekolah. Hasil penelitian tidak menyimpulkan hubungan ketidaknyamanan suasana sekolah dengan tawuran pelajar. Pendidikan adalah hal penting bagi masyarakat, termasuk halnya remaja. Para siswa memerlukan kenyamanan dengan lingkungan sekolah untuk mendukung proses belajar. Jika ditinjau dari kacamata psikologi, subjective well-being adalah melibatkan evaluasi subjektif seseorang di dunia (Chan 2013). Secara khusus, Diener (1984, 2000) mendefinisikan subjective well-being sebagai konstruk dengan tiga komponen yang mencakup kepuasan hidup, pengaruh positif atau pengalaman sering emosi yang menyenangkan, dan rendahnya tingkat pengaruh negatif atau tidak adanya relatif emosi yang tidak menyenangkan (Chan 2013). Maka dari itu, diharap guru, orang tua, dan antar siswa sendiri harus bersinergi menciptakan suasana nyaman di sekolah. Kondisi lingkungan sekolah mempengaruhi kesehatan fisik dan mental siswa dalam membantu peningkatan aktualiasasi diri. Berikut adalah hasil penelitian sebelumnya terkait dengan subjective well-being : Peneliti Metode Hasil David W. Chan (2013) Sampel dari 143 guru Hong Kong Cina. Hasil ini menunjukkan bahwa rasa syukur sebagai prediktor dalam kepuasan hidup dan positif . Selda Celen Demirtas, Esin Tezer (2012) Sampel terhadap 391 mahasiswa (169 wanita, 222 pria) di universitas. Kepuasan hidup secara signifikan oleh kepuasan hubungan dan eksplorasi kejuruan, dan komitmen. Fikret Gülaçtı (2010) Sampel 87 siswa Dukungan sosial yang diterima dari keluarga merupakan prediktor signifikan dari subjective well-being. Kesimpulannya yaitu hal-hal yang meliputi subjective well-being adalah terdapat rasa syukur yang mampu memberikan kepuasan hidup. kepuasan hubungan dan eksplorasi kejuruan, maupun komitmen, juga adanya dukungan sosial yang diterima seseorang. Semakin kita mensyukuri segala hal yang kita miliki, maka semakin puas dalam hidup. Semakin besar kita mendapat dukungan sosial, maka subjective well-being juga besar. * Dibawah ini adalah abstrak dari masing-masing jurnal yang telah saya dapatkan terkait subjective well-being : Chan, D. W. (2013). "Subjective well-being of Hong Kong Chinese teachers: The contribution of gratitude, forgiveness, and the orientations to happiness." Teaching and Teacher Education 32(0): 22-30. This study investigated whether gratitude and forgiveness contribute to subjective well-being (life satisfaction, positive affect, and negative affect) above the contribution of the three orientations to happiness in a sample of 143 Hong Kong Chinese teachers. Gratitude and forgiveness correlated substantially and significantly with each other, with the meaningful-life orientation, and with subjective well-being. They explained a substantial amount of variance in the prediction of subjective well-being above orientations to happiness. These findings and the notable contribution of forgiveness to negative affect were discussed in the context of developing effective positive interventions for enhancement of subjective well-being among teachers. Demirtas, S. C. and E. Tezer (2012). "Romantic Relationship Satisfaction, Commitment to Career Choices and Subjective Well-Being." Procedia - Social and Behavioral Sciences 46(0): 2542-2549. This study explored the role of romantic relationship satisfaction and two dimensions of career commitment (vocational exploration and commitment and tendency to foreclose) in subjective well-being among 391 (169 females, 222 males) senior university students. The results of two separate multiple regression analyses yielded that life satisfaction was significantly predicted by relationship satisfaction and vocational exploration and commitment whereas positive and negative emotions were significantly predicted by relationship satisfaction, tendency to foreclose and vocational exploration and commitment. The implications, limitations and future directions for research were discussed. DoÄŸan, T., F. Sapmaz, et al. (2012). "Meaning in Life and Subjective Well-Being among Turkish University Students." Procedia - Social and Behavioral Sciences 55(0): 612-617. The aim of this study was to investigate the relationships between meaning in life and subjective well-being. The sample of the study consisted of 232 university students (171 female / 61male) from Sakarya University. The Satisfaction with Life Scale, The Positive-Negative Affect Scale and The Meaning in Life Questionnaire were used to collect data. In data analysis, Pearson correlation coefficients and multiple regression analysis were used. The findings showed that presence of meaning in life and search for meaning in life significantly predict subjective well-being. According to regression analysis, meaning in life accounts for 34% of the variance within subjective well-being. The findings were discussed and in the light of these findings suggestions for future studies were proposed. Ettema, D., T. Gärling, et al. (2011). "Satisfaction with travel and subjective well-being: Development and test of a measurement tool." Transportation Research Part F: Traffic Psychology and Behaviour 14(3): 167-175. Subjective well-being (SWB) that includes individuals’ cognitive and affective evaluations of life in general is proposed to be a more appropriate measure capturing the benefits individuals derive from travel improvements. We develop and test a measure of travel-related SWB, the nine item self-report satisfaction with travel scale (STS). In a survey of 155 undergraduates, STS, mood ratings, and ratings of SWB were collected for three hypothetical weekdays differing in travel mode, travel time, access to bus stops, and daily activity agenda. The results showed that STS is reliable and differentiates between changes in travel conditions. STS, mood, and to some extent SWB were shown to be affected by travel mode (bus vs. car), travel time, access to bus stops, and the number of activities in the daily agenda. Ettema, D., T. Gärling, et al. (2010). "Out-of-home activities, daily travel, and subjective well-being." Transportation Research Part A: Policy and Practice 44(9): 723-732. It is argued that utility theory that underpins current cost-benefit analyses of daily travel needs to be complemented. An alternative theoretical framework is to this end proposed which applies subjective well-being (SWB) to travel behaviour analysis. It is posited in this theoretical framework that participation in goal-directed activities, facilitated or hindered by travel, contributes to SWB, that the degree of travel-related stress in participating in these activities reduces SWB, and that positive affect associated with travel in itself has an impact on SWB. Gülaçtı, F. (2010). "The effect of perceived social support on subjective well-being." Procedia - Social and Behavioral Sciences 2(2): 3844-3849. The aim of this study is to determine whether perceived social support is a meaningful predictor of subjective well-being. 87 students registered to primary classroom teacher training department joined to this survey. In the phase of data collection, “Subjective Well-Being Scale” and “Multi-Dimensional Perceived Social Support Scale” were used. It was discovered that perceived social support predicted 43 per cent of subjective well-being. In addition to this, it was determined that perceived family support predicted subjective well-being, and on the other hand the support which was perceived towards a special person and perceived friend support did not predicted subjective well-being. Malkoç, A. (2011). "Quality of life and subjective well-being in undergraduate students." Procedia - Social and Behavioral Sciences 15(0): 2843-2847. The study designed to investigate whether the quality of life and its four domains (physical health, psychological health, social relationships and environment) are significant predictors of subjective well-being and also to examine the quality of life in terms of gender, socio-economic level, the number of sibling, living environment, mother education level and father education level. The study was carried out with undergraduate students in German, French and English Language Teaching Departments and Primary Education Department. Subjective Well-Being Scale (Tuzgöl Dost, 2004) and WHOQOL-BREF that was adapted to Turkish by Eser, Fidaner, Fidaner, et al. (1999) were used to collect data. Data were analyzed by using t-test, One Way ANOVA and stepwise regression analysis. Results revealed that quality of life (overall) and psychological health, social relationships and environment domains of quality of life predicted subjective well-being positively whereas physical health domain did not predict subjective well-being. In addition to this, significant difference was found in quality of life scores in terms of socio-economic level. McCabe, S. and S. Johnson (2013). "THE HAPPINESS FACTOR IN TOURISM: SUBJECTIVE WELL-BEING AND SOCIAL TOURISM." Annals of Tourism Research 41(0): 42-65. New research is emerging on the relationships between tourism and quality of life (QOL) and subjective well-being (SWB). This paper develops a measure of SWB and reports findings from a two-step survey that measured changes in well-being amongst low-income individuals who had received financial support to access a holiday break (‘social tourists’). This is the first study to assess well-being amongst social tourists. The findings indicate that tourism contributes to social tourist’s well-being. There are greater effects in some areas including psychological resources, leisure and family life domains contributing to social well-being. Social tourists have lower levels of SWB than the general population. Further studies are needed to compare tourism’s contribution to SWB amongst mainstream tourists. Toghyani, M., M. Kalantari, et al. (2011). "The Effectiveness of Quality of Life Therapy on Subjective Well-Being of Male Adolescents." Procedia - Social and Behavioral Sciences 30(0): 1752-1757. The purpose of this study was to investigate the effectiveness of quality of life therapy on subjective well-being of male adolescents. The sample consisted of 20 male adolescents with low levels of subjective well-being, selected by random cluster sampling. Adolescents were randomly allocated to an experimental and control group. Adolescents in experimental group participated in eight QoLT group sessions. Two groups in pre, post, and follow up assessment completed subjective well-being questionnaire. Data were analysed using analysis of covariance and descriptive statistics. Results showed significant difference on subjective well-being scores between two groups (p < 0.05) in post and follow up assessment. Yakovlev, P. and S. Leguizamon (2012). "Ignorance is not bliss: On the role of education in subjective well-being." The Journal of Socio-Economics 41(6): 806-815. This study estimates the impact of education on self-reported happiness across 50 American states using the recently available Gallup-Healthways Well-Being Index (WBI). A 3SLS model is used to estimate the simultaneous impact of education, income, and health on aggregated subjective well-being (SWB) as measured by state-level WBI. Over 80% of the variation in SWB across states can be explained by differences in education, income, health, age, trust, stress, temperature, religion, and rainfall. Higher education (college degree) has a relatively strong positive effect on SWB, but secondary education (high school) does not. We find no statistically significant educational spillover on SWB across state borders, which suggests that the positive effect of higher education on SWB is mostly due to private non-monetary benefits rather than positive externalities.