Examining the relationship between high school students' levels of school engagement and their subjective well-being

This study was conducted to determine high school student levels of school engagement and subjective well-being. Relational screening model was used in this research. The research sample consists of 304 adolescent individuals studying in private and public schools in Esenler, Istanbul in the 2020-2021. While evaluating the findings obtained in the study, SPSS Statistics 25.0 program was used for statistical analysis. According to the obtained analysis results, it appeared that the scale of school attachment did not differ significantly by considering gender, class, age, number of siblings. In the current study, it was also observed that the school type parameter differed significantly. Considering the grade point average parameter, a significant difference was obtained in affective and cognitive sub-dimensions. No significant difference was attained between behavioral and grade point average variables, which are the other sub-dimensions. Considering the monthly income parameter of the family, it was observed that the affective sub-dimension differed significantly. No significant difference was found between the other sub-dimensions, behavioral and cognitive, and the monthly income of the family. Considering the parameters of mother's education and father's education levels, a significant difference was attained in behavioral, affective and cognitive sub-dimensions according to mother's education and father's education level. Considering the gender status parameter of the well-being scale, it was concluded that there was a significant gender difference in other important relationships and positive emotions sub-dimension. In view of the GPA status parameter, it was concluded that there was a significant difference compared to the GPA in the other important relationships and positive emotions sub-dimension of the well-being scale. It was concluded that there was no statistically significant difference in the mean score taken from the sub-dimensions, considering the class and age status parameters. The GPA status parameter, it was concluded that there was a significant difference in important other relationships and positive emotions sub-dimension according to the type of school he attended. Regarding the monthly income of the family, it was concluded that there was a significant difference in the sub-dimension of satisfaction in family relationships, satisfaction in important other relationships, life satisfaction and positive emotions compared to the monthly income variable of the family. Considering the sibling number status parameter, it was concluded that there was a significant difference in the satisfaction with family relationships sub-dimension of the well-being scale compared to the number of siblings. In the light of the parameters of mother's education and father's educational status, it was deduced that there was a significant difference between mother's education and father's education in the sub-dimension of satisfaction in family relationships, satisfaction in other important relationships, and life satisfaction.