Profiling Student’s Subjective Well-Being in the Elementary School Context
DOI:
https://doi.org/10.17977/um065.v6.i2.2026.9Keywords:
Elementary school, Students, Subjective well-beingAbstract
Students’ happiness and life satisfaction can be measured through subjective well-being. Many elementary schools do not have counselors or guidance and counseling teachers, resulting in the development of students’ subjective well-being not being conducted professionally or optimally. This study aimed to determine the level of subjective well-being among elementary school students. This study employed a non-experimental design using a survey method. The research participants consisted of 386 elementary school students aged 10–12 years. Data were collected using the context-free multi-item psychometric scale CW-SWBS. Instrument validity was examined using Confirmatory Factor Analysis (CFA). The reliability analysis indicated a Cronbach’s Alpha coefficient of .972. The results showed that the subjective well-being of students was predominantly in the high category, with 297 students (76.9%), and differences were observed based on gender and age according to descriptive statistical analysis. Eleven-year-old male students demonstrated higher levels of subjective well-being. These findings indicate that the subjective well-being of elementary school students is generally ideal, although variations exist according to demographic factors. This study contributes to strengthening the understanding of the importance of subjective well-being as a foundation for guidance and counseling services in elementary schools, particularly as a promotive and preventive effort to support students’ emotional and social development.References
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