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Journals / Erzincan Üniversitesi Eğitim Fakültesi Dergisi / 2026 / Cilt: 28 Sayı: 2026

The Effect of a Strengths-Based School-Based Positive Psychology Intervention Program on High School Students' Subjective Well-Being Levels

Güçlü Yönlere Dayalı Okul Temelli Pozitif Psikoloji Müdahale Programının Lise Öğrencilerinin Öznel İyi Oluş Düzeylerine Etkisi

Meltem Yıldız(BURSA ULUDAG UNIVERSITY)0000-0002-4535-6903
Pages
1–10
Publication Date
2026-08-17
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Although subjective well-being scores increased following the intervention, this change did not reach statistical significance, a finding discussed in light of the broader literature on well-being measurement and intervention program design.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:Subjective well-being in adolescence is associated with significant outcomes in individual, social, and academic terms.
📊
Key Findings & Data:A four-week strengths-based positive psychology intervention was implemented with 20 tenth-grade students using a single-group pre-test-post-test design.
💡
Conclusion & Impact:Although subjective well-being scores increased following the intervention, this change did not reach statistical significance, a finding discussed in light of the broader literature on well-being measurement and intervention program design.
🔬Design:Araştırma Makalesi
📍Scope:Comprehensive Sample
⚙️Variables:Karakter Güçleri · Öznel İyi Oluş · Pozitif Psikoloji

Abstract

Subjective well-being in adolescence is associated with significant outcomes in individual, social, and academic terms. It is becoming increasingly important for schools, where adolescents spend long hours, to provide environments that support their subjective well-being. Therefore, the aim of this study is to examine the effect of a strengths-based school-based positive psychology intervention program on the subjective well-being of high school students. A four-week strengths-based positive psychology intervention was implemented with 20 tenth-grade students using a single-group pre-test-post-test design. The Adolescent Subjective Well-being Scale was administered as pre-test and post-test to measure changes in subjective well-being. Although subjective well-being scores increased following the intervention, this change did not reach statistical significance, a finding discussed in light of the broader literature on well-being measurement and intervention program design.

Özet

Ergenlik döneminde öznel iyi oluş hem bireysel, hem sosyal hem de akademik açıdan önemli sonuçlarla ilişkilidir. Uzun saatlerini geçirdikleri okulların ergenlerin öznel iyi oluşlarını destekleyici ortamlar sağlaması giderek artan bir öneme sahiptir. Bu doğrultuda çalışmanın amacı, güçlü yönlere dayalı okul temelli pozitif psikoloji müdahale programının lise öğrencilerinin öznel iyi oluşuna etkisini incelemektir. Tek gruplu ön test–son test deseni çerçevesinde 10. sınıf düzeyinde öğrenim gören 20 öğrenciye dört haftalık müdahale programı uygulanmıştır. Programın etkisini belirlemek amacıyla Ergen Öznel İyi Oluş Ölçeği ön test ve son test olarak uygulanmıştır. Müdahale sonunda öznel iyi oluş puanlarında artış gözlemlenmesine karşın bu artış istatistiksel olarak anlamlı bir fark ortaya koymamış; bu bulgu, literatürde öznel iyi oluşun ölçülmesi ve müdahale programlarının tasarımına ilişkin bulgular çerçevesinde ele alınmıştır.

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Cite This Article

Yıldız, M. (2026). The Effect of a Strengths-Based School-Based Positive Psychology Intervention Program on High School Students' Subjective Well-Being Levels. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, Cilt: 28 Sayı: 2026, 1–10. https://doi.org/10.17556/erziefd.1801682

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