İlkokul Öğrencilerinin İyi Oluşları İle Bağıntılı Değişkenlerin İncelenmesi: Bir Karma Yöntemler Araştırması

Abstract

Abstract The main purpose of this study is to determine the variables that define the holistic well-being of students, the variables that related to these variables and their related levels depending on the perception of success in primary school. The research was conducted with an exploratory sequential mixed methods research design and the qualitative part of the study was designed with phenomenology design and the quantitative part was designed with relational survey design. The qualitative part of the study was designed with a phenomenological design and the quantitative part was designed with a relational survey design. The qualitative participants of the study consisted of 6 fourth-grade primary school students and 6 primary school classroom teachers. The quantitative participants of the study were 201 fourth grade students, their teachers (21), and their parents. The variables for the quantitative dimension of the research were determined by utilizing the data that emerged after the qualitative dimension. Qualitative data were collected through interviews conducted through a semi-structured interview form. Quantitative data were obtained from the various ready scales and forms developed by the researcher. The qualitative data obtained were analyzed with the content analysis approach and the data were processed according to the thematic approach. In the analysis of the quantitative data obtained, t-test for unrelated samples, one-way analysis of variance, multiple linear regression analysis techniques were used. According to the qualitative findings of the study, it was determined that the themes of effort, development, standardization, family, motivation, willingness, happiness, and being self-confident explained the perception of success. Regarding the quantitative findings, it was determined that the student's academic performance was mainly influenced by the fact that the caregiver parents had responsibility and extroversion personality types, and the student's grit and high level of emotion regulation. While it was determined that the variables determined for the student's social acceptance and body mass index were not effective, it was determined that the student's subjective well-being was explained by the level of grit and emotion regulation. It was determined that the statistically significant correlations were not affected by the income status of the students.

Keywords: Well-being in primary school, perception of success in primary school, academic performance, boddy mass index, social acceptance, subjective well-being