Factors Affecting Subjective Well-Being In School

  • Puspita Adhi Kusuma Wijayanti, Whisnu Yudiana, Lucia Voni Pebriani


For adolescence, the school context is crucial for their life because they spent most of their day-time at school. Many daily life events at school could impact their well-being, and one of the way to promote their well-being is learning environment. Previous study found that learning environment with constructivist learning approachcan encourage student to be more involved, pleased, engaged and meaningful in learning process.The aim of this study is to examine whatfactors of the learning environment (with constructivist learning approach)that affect to the adolescent subjective well-being in school. Nine hundred and seventeen students of senior high school students participated to the study (434 boys and 483 girls). Participant were asked to fulfill the student’s perceived learning environment and their well-being in school.Result indicated that each of the dimensions of the student’s perceived learning environment hada significant correlation with the adolescent subjective well-being in school, and the dimensions of‘clear goal and coherentcurriculum’, ‘teacher student interaction’, ‘student-student interactions’ and ‘constructivist oriented learning’ had the highest predictors to the student’swell-being in school. The resultcould be a consideration to school administrator and teacher about good instructional processand create good social interaction to improve student’s well-being in school.