The Effect of School Climate And Family Social Support on Subjective Well-Being of Middle School Students In Modern Islamic Boarding School

Authors

  • Rizkia Husaini Universitas Sumatera Utara, Indonesia
  • Tarmidi Dadeh Universitas Sumatera Utara, Indonesia
  • Hasnida Hasnida Universitas Sumatera Utara, Indonesia

DOI:

https://doi.org/10.30868/ei.v12i03.4607

Keywords:

Subjective Well-being, School Climate, Family Social Support, Middle School Students, Modern Islamic Boarding Schools

Abstract

The transition from elementary to middle school for teenage students in Islamic boarding schools is uniquely challenging. They must be independent since they are apart from their family. There are a lot of chances and pressures, and if students can't handle them, it can cause high stress, demotivation, and poor mental health, which impacts their subjective well-being. This research examined the effect of school climate and family social support on the subjective well-being of 320 middle school students in modern Islamic boarding schools. Convenience sampling was used as a sampling method, and a Likert scale was used to collect data. CFA was used to examine the validity construct. Multiple regression analysis was utilized to analyze data with SPSS 24 program. The findings of the study were that (1) school climate has a positive effect on subjective well-being and (2) family social support has a positive effect on subjective well-being. (3) School climate and family social support both have a positive effect on subjective well-being. This study shows that establishing a positive school climate and strong family social support may improve students' subjective well-being.

Author Biographies

Rizkia Husaini, Universitas Sumatera Utara

Educational Psychology

Tarmidi Dadeh, Universitas Sumatera Utara

Department of Educational Psychology, University of Sumatera Utara

Hasnida Hasnida, Universitas Sumatera Utara

Department of Clinical Psychology, University of Sumatera Utara

References

Astuti, B., Mufrihah, A., & Alï¬ah, L. (2019). How school climate aspects affect the development of adolescence’s psychological well-being. KnE Social Sciences. https://doi.org/10.18502/kss.v3i17.4650

Bücker, S., Nuraydin, S., Simonsmeier, B. A., Schneider, M., & Luhmann, M. (2018). Subjective well-being and academic achievement: A meta-analysis. Journal of Research in Personality, 74, 83–94. https://doi.org/10.1016/j.jrp.2018.02.007

Cutrona, C. E. (1989). Ratings of social support by adolescents and adult informants: Degree of correspondence and prediction of depressive symptoms. Journal of Personality and Social Psychology, 57(4), 723–730. https://doi.org/10.1037/0022-3514.57.4.723

Cutrona, C. E. (2000). Social support principles for strengthening families: Messages from the usa in Canavan, J., Dolan., & Pinkerton, j. (Eds.). In J. Canavan, P. Dolan, & J. Pinkerton (Eds.), Family support: Direction from diversity. London: Jessica Kingsley Publishers.

Dadeh, T. H. D. (2021). Exploring school climate and Indonesian Year 8 students’ mathematics learning outcomes: A mixed method study (Bristol). Bristol, England. Retrieved from https://research-information.bris.ac.uk/ws/portalfiles/portal/271344572/Final_Copy_2021_03_23_Dadeh_T_PhD_Redacted.pdf

Daniel-Gonzalez, L. (2022). A Predictive Model of Subjective Well-Being Among Medical and Psychology Students. Open Access Journal of Biomedical Science, 4(1). https://doi.org/10.38125/OAJBS.000390

Darling-Hammond, L., & Cook-Harvey, C. (2018). Educating the Whole Child: Improving School Climate to Support Student Success. Learning Policy Institute. https://doi.org/10.54300/145.655

Diener, E., & Ryan, K. (2009). Subjective well-being: A general overview. South African Journal of Psychology, 39(4), 391–406. https://doi.org/10.1177/008124630903900402

Dolan, P., Canavan, J., & Pinkerton, J. (2006). Family support as reflective practice. London: Jessica Kingsley Publishers.

Escobar, D. F. S. S., Jesus, T. F. D., Noll, P. R. E. S., & Noll, M. (2020). Family and School Context: Effects on the Mental Health of Brazilian Students. International Journal of Environmental Research and Public Health, 17(17), 6042. https://doi.org/10.3390/ijerph17176042

Espelage, D. L., Low, S. K., & Jimerson, S. R. (2014). Understanding school climate, aggression, peer victimization, and bully perpetration: Contemporary science, practice, and policy. School Psychology Quarterly, 29(3), 233–237. https://doi.org/10.1037/spq0000090

Gilman, R., & Huebner, E. S. (2000). Review of life satisfaction measures for adolescents. Behaviour Change, 17(3), 178–195. https://doi.org/10.1375/bech.17.3.178

Hasanah, U., Fahirza, M. N., Elmanora, Oktaviani, M., Zulfa, V., & Faesal, M. (2022). Influence of boarding school climate and family support on the subjective well-being of adolescents in boarding schools. Journal of Positive School Psychology, 6(3), 77–85.

Huebner, E. S. (1991). Correlates of life satisfaction in children. School Psychology Quarterly, 6(2), 103–111. https://doi.org/10.1037/h0088805

Joronen, K., & Astedt-Kurki, P. (2005). Familial Contribution to Adolescent Subjective Well-Being. International Journal of Nursing Practice, 11(3), 125–133. https://doi.org/10.1111/j.1440-172X.2005.00509.x

Kemenag. (2020). Peraturan Menteri Agama No 31 tahun 2020 tentang Pendidikan Pesantren. Retrieved January 23, 2023, from https://kemenag.go.id/archive/peraturan-menteri-agama-no-31-tahun-2020-tentang-pendidikan-pesantren

Keshavarz, N., Nutbeam, D., Rowling, L., & Khavarpour, F. (2010). Schools as Social Omplex Adaptive Systems: A New Way to Understand the Challenges of Introducing the Health Promoting Schools Concept. Social Science & Medicine, 70(10), 1467–1474. https://doi.org/10.1016/j.socscimed.2010.01.034

Khusumadewi, A. (2022). Identification of student (Santri) problems on islamic boarding school (pondok pesantren): Presented at the International Joint Conference on Arts and Humanities 2021 (IJCAH 2021), Surabaya, Indonesia. Surabaya, Indonesia. https://doi.org/10.2991/assehr.k.211223.173

Konu, A. I., & Lintonen, T. (2006). School well-being in grades 4–12. Health Education Research, 21(5), 633–642. https://doi.org/10.1093/her/cyl032

Kostelecky, K. L., & Lempers, J. D. (1998). Stress, family social support, distress, and well-being in high school seniors. Family and Consumer Sciences Research Journal, 27(2), 125–145. https://doi.org/10.1177/1077727X980272002

Lester, L., & Cross, D. (2015). The Relationship Between School Climate and Mental and Emotional Wellbeing Over the Transition from Primary to Secondary School. Psychology of Well-Being, 5(1), 9. https://doi.org/10.1186/s13612-015-0037-8

Loukas, A. (2007). High-quality school climate is advantageous for all students and may be particularly beneficial for at-risk students. Leadership Compass, 5, 1–3.

Matsuda, T., Tsuda, A., Kim, E., & Deng, K. (2014). Association Between Perceived Social Support and Subjective Well-Being Among Japanese, Chinese, and Korean College Students. Psychology, 05(06), 491–499. https://doi.org/10.4236/psych.2014.56059

Melda, S., Mukhtar, Y. D., & Sri, S. (2019). School well-being for students in the intergrated boarding school Tapaktuan City. 5(1).

Musthafa, I., Ikhlatunnisa, A., & Widodo, P. B. (2013). Psychological well-being ditinjau dari dukungan sosial pada santriwan-santriwati di Yayasan Al-Burhan Hidayatullah Semarang. Jurnal EMPATI, 2(3), 261–270. https://doi.org/10.14710/empati.2013.7349

Osmane, S., Brennan, M., & Dolan, P. (2021). Understanding and assessing construct validity of the social provisions scale: Implications for youth development. Journal of Youth Development, 16(4), 183–201. https://doi.org/10.5195/jyd.2021.925

Park, N. (2004). The role of subjective well-weing in positive youth development. The ANNALS of the American Academy of Political and Social Science, 591(1), 25–39. https://doi.org/10.1177/0002716203260078

Patimah, I. S., Nurdin, M. F., & Rachim, H. A. (2021). Model pesantren modern: Pilihan rasional keluarga bagi pendidikan anak di era globalisasi. SOSIOGLOBAL : Jurnal Pemikiran Dan Penelitian Sosiologi, 5.

Reid, K. L., & Smith, K. (2018). Secondary Students’ Self-Perceptions of School Climate and Subjective Well-Being: Invitational Education Meets Positive Psychology. Journal of Invitational Theory and Practice, 24, 45–69.

Saparuddin, S., & Ismail, M. I. (2022). Pengaruh Kurikulum dan Iklim Pesantren terhadap Akhlak Santri Pondok Pesantren DDI Kaballangang. https://doi.org/10.5281/ZENODO.6304231

Schnettler, B., Denegri, M., Miranda, H., Sepúlveda, J., Orellana, L., Paiva, G., & Grunert, K. G. (2015). Family Support and Subjective Well-Being: An Exploratory Study of University Students in Southern Chile. Social Indicators Research, 122(3), 833–864.

Smith, K. H. (2021). Perceptions of school climate: Views of teachers, students, and parents. Journal of Invitational Theory and Practice, 26, 5–20. https://doi.org/10.26522/jitp.v26i.3460

Spano, S. (2004). Stages of adolescent development. ACT for Youth Upstate Center of Excellence Research Facts and Finding.

Steinmayr, R., Wirthwein, L., Modler, L., & Barry, M. M. (2019). Development of subjective well-being in adolescence. International Journal of Environmental Research and Public Health, 16(19), 3690. https://doi.org/10.3390/ijerph16193690

Tian, L., Wang, D., & Huebner, E. S. (2015). Development and validation of the brief adolescents’ subjective Well-Being in school scale (BASWBSS). Social Indicators Research, 120(2), 615–634. https://doi.org/10.1007/s11205-014-0603-0

Wafa, S., & Soedarmadi, Y. N. (2021). Subjective-Well Being Pada Generasi Z Santri PTYQ Remaja Kudus Proyeksi. 16, 183–197.

Wang, M.-T., & Degol, J. L. (2016). School climate: A review of the construct, measurement, and impact on student outcomes. Educational Psychology Review, 28(2), 315–352. https://doi.org/10.1007/s10648-015-9319-1

Yusuf, M. (2014). Metode penelitian: Kuantitatif, kualitatif dan penelitian gabungan (edisi pertama). Jakarta: Kencana.

Zuhdi, M. (2006). Modernization of indonesian islamic schools’ curricula. International Journal of Inclusive Education, 10(4–5), 415–427. https://doi.org/10.1080/13603110500430765

Downloads

Published

23-08-2023

Issue

Vol. 12 No. 03 (2023): Edukasi Islami: Jurnal Pendidikan Islam

Section

Articles

Citation Check

License

Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).