COMPARISON OF THE ACADEMIC SUCCESS, SUBJECTIVE WELL-BEING AND LONELINESS LEVELS OF THE TEENAGERS WHO HAVE ORDINARY FAMILIES AND BROKEN FAMILIES

In this study it was aimed to compare the academic success, subjective well-being and their loneliness levels of the adolescents having both broken and unbroken families. The research is a descriptive study in relational screening model. The population of the study is formed by students studying in...

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Autores principales:	Recep KOÇAK, Emel TATAY
Formato:	article
Lenguaje:	DE EN FR TR
Publicado:	Fırat University 2019
Materias:	puberty, broken family, unbroken family, subjective well being, academic success, loneliness Social Sciences H Social sciences (General) H1-99
Acceso en línea:	https://doaj.org/article/ccf5e5677754458084bd4cc6b7b6f9e0
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spelling	oai:doaj.org-article:ccf5e5677754458084bd4cc6b7b6f9e02021-11-24T09:20:51ZCOMPARISON OF THE ACADEMIC SUCCESS, SUBJECTIVE WELL-BEING AND LONELINESS LEVELS OF THE TEENAGERS WHO HAVE ORDINARY FAMILIES AND BROKEN FAMILIES2148-416310.9761/JASSS3407https://doaj.org/article/ccf5e5677754458084bd4cc6b7b6f9e02019-08-01T00:00:00Zhttps://jasstudies.com/index.jsp?mod=tammetin&makaleadi=470255321_1-Prof.%20Dr.%20Recep%20KO%C3%87AK.pdf&key=27850https://doaj.org/toc/2148-4163In this study it was aimed to compare the academic success, subjective well-being and their loneliness levels of the adolescents having both broken and unbroken families. The research is a descriptive study in relational screening model. The population of the study is formed by students studying in public high schools in 9th, 10th, 11th and 12th grades in 2013-2014 Education and Training Period which are adhere to National Education Ministry. A total of 307 students with 162 male and 145 female chosen through simple sampling forms the working group of the research. In this study, subjective well-being scale developed by Tuzgöl-Dost (2004), SELSA scale the original of which was developed by DiTommaso, Branned and Best (2004) and later adapted into Turkish by Çeçen (2007) and personal information form were utilized as data collection instruments. T-test for Independent Samples and Pearson Product Moments Correlationanalysis were used for data analysis. According to results, a negative meaningful relationship between the academic success and thetotal loneliness levels [r= .16 pRecep KOÇAKEmel TATAYFırat Universityarticlepuberty, broken family, unbroken family, subjective wellbeing, academic success, lonelinessSocial SciencesHSocial sciences (General)H1-99DEENFRTRJournal of Academic Social Science Studies , Vol 9, Iss 46, Pp 1-12 (2019)
institution	DOAJ
collection	DOAJ
language	DE EN FR TR
topic	puberty, broken family, unbroken family, subjective well being, academic success, loneliness Social Sciences H Social sciences (General) H1-99
spellingShingle	puberty, broken family, unbroken family, subjective well being, academic success, loneliness Social Sciences H Social sciences (General) H1-99 Recep KOÇAK Emel TATAY COMPARISON OF THE ACADEMIC SUCCESS, SUBJECTIVE WELL-BEING AND LONELINESS LEVELS OF THE TEENAGERS WHO HAVE ORDINARY FAMILIES AND BROKEN FAMILIES
description	In this study it was aimed to compare the academic success, subjective well-being and their loneliness levels of the adolescents having both broken and unbroken families. The research is a descriptive study in relational screening model. The population of the study is formed by students studying in public high schools in 9th, 10th, 11th and 12th grades in 2013-2014 Education and Training Period which are adhere to National Education Ministry. A total of 307 students with 162 male and 145 female chosen through simple sampling forms the working group of the research. In this study, subjective well-being scale developed by Tuzgöl-Dost (2004), SELSA scale the original of which was developed by DiTommaso, Branned and Best (2004) and later adapted into Turkish by Çeçen (2007) and personal information form were utilized as data collection instruments. T-test for Independent Samples and Pearson Product Moments Correlationanalysis were used for data analysis. According to results, a negative meaningful relationship between the academic success and thetotal loneliness levels [r= .16 p
format	article
author	Recep KOÇAK Emel TATAY
author_facet	Recep KOÇAK Emel TATAY
author_sort	Recep KOÇAK
title	COMPARISON OF THE ACADEMIC SUCCESS, SUBJECTIVE WELL-BEING AND LONELINESS LEVELS OF THE TEENAGERS WHO HAVE ORDINARY FAMILIES AND BROKEN FAMILIES
title_short	COMPARISON OF THE ACADEMIC SUCCESS, SUBJECTIVE WELL-BEING AND LONELINESS LEVELS OF THE TEENAGERS WHO HAVE ORDINARY FAMILIES AND BROKEN FAMILIES
title_full	COMPARISON OF THE ACADEMIC SUCCESS, SUBJECTIVE WELL-BEING AND LONELINESS LEVELS OF THE TEENAGERS WHO HAVE ORDINARY FAMILIES AND BROKEN FAMILIES
title_fullStr	COMPARISON OF THE ACADEMIC SUCCESS, SUBJECTIVE WELL-BEING AND LONELINESS LEVELS OF THE TEENAGERS WHO HAVE ORDINARY FAMILIES AND BROKEN FAMILIES
title_full_unstemmed	COMPARISON OF THE ACADEMIC SUCCESS, SUBJECTIVE WELL-BEING AND LONELINESS LEVELS OF THE TEENAGERS WHO HAVE ORDINARY FAMILIES AND BROKEN FAMILIES
title_sort	comparison of the academic success, subjective well-being and loneliness levels of the teenagers who have ordinary families and broken families
publisher	Fırat University
publishDate	2019
url	https://doaj.org/article/ccf5e5677754458084bd4cc6b7b6f9e0
work_keys_str_mv	AT recepkocak comparisonoftheacademicsuccesssubjectivewellbeingandlonelinesslevelsoftheteenagerswhohaveordinaryfamiliesandbrokenfamilies AT emeltatay comparisonoftheacademicsuccesssubjectivewellbeingandlonelinesslevelsoftheteenagerswhohaveordinaryfamiliesandbrokenfamilies
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COMPARISON OF THE ACADEMIC SUCCESS, SUBJECTIVE WELL-BEING AND LONELINESS LEVELS OF THE TEENAGERS WHO HAVE ORDINARY FAMILIES AND BROKEN FAMILIES

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