بررسی وضعیت بهزیستی روانشناختی دانشجویان تربیت معلم بر اساس مدیریت زمان

This study is on teacher trainees’ well-being in terms of time management, gender, family relationships, incomes, parents’ education levels, residence and grade averages. The participants were 186 students between the ages of 20 and 25. The data were collected with a personal information form, time management inventory and psychological well-being scale and analyzed with Pearson correlation technique, t-test and one-way ANOVA. A positive relationship was found between psychological well-being and time planning but those between the former and attitudes toward time and time-consuming things were not significant. The other significant differences were about family relationships and father's education level.

People have always tried to find out how a good life can be achieved and associated it with well-being and happiness. The concept of “well-being” is used as a general mental health term in the literature of psychology (Diener, Lucas & Oishi, 2002; Diener, Sapyta & Suh, 1998; Seligman & Csikszentmihalyi, 2000). It is grouped into two as subjective and psychological well-being and also mentioned that it can be considered to be a multidimensional phenomenon including both subjective and psychological well-being (Ryan & Deci, 2001). While subjective well-being means happiness, relaxation and a relative absence of problems, psychological wellbeing is usually defined as taking on challenges and making efforts for personal development and growth (Waterman, 1993). Lent (2004) distinguishes between them with counseling psychology perspective. Psychological well-being serves as a guide to clinical studies that can help counselors and clients achieve their objectives and it provides information about the aims and goals of psychological counseling (Cristopher, 1999). According to Ryff (1989), who made important contributions to the studies on a good life, psychological wellbeing involves life purposes, awareness of individual potential and the quality of interpersonal relations. Ryff’s (1989) model of well-being has a literature basis comprising such concepts as self-realization (Maslow, 1968), thesix psychological dimensions. Keyes, Shmotkin and Ryff (2002) explain them as follows: Self-acceptance is being satisfied and happy with yourself even if you are aware of your limits and having positive feelings about your past. Positive relations with others is developing and maintaining close relationships with different people, empathizing and caring about their happiness. Environmental control is shaping the environment and taking the opportunities to meet personal needs. Autonomy is the efforts to have individuality in the social environment and developing thoughts and codes of behavior according to personal standards in spite of social pressure. Life purposes is having aims in life and seeing a meaning in it. Personal development is being aware of your capacity, making efforts to improve your skills and being open to new experiences. The literature on psychological well-being includes studies on issues such as value systems, socioeconomic conditions, social support, worldview, age, gender and life purposes (Constantine & Sue, 2006; Lang, Muñoz, Bernal & Sorensen, 1982; Ryff, 1989; Ryff & Singer, 2002). Researchers have stated that social support (Mahon & Yarcheski, 2001; Gençöz & Özlale, 2004), academic performance (Tofi, Flett & Timuthorpe, 1996) and progression towards the achievement of personal aims (Ryan & Deci, 2001; Myers & Diener, 1995; Diener, Suh & Oishi, 1997; Ryff & Singer, 1998) are positively associated with psychological well-being. Although the concept of life purposes does not explain psychological well-being fully; it connotes meanings, goals and duties in life, which are at the core of it (Ryan & Deci, 2001). It has also been found that life purposes are negatively associated with depression and positively associated with self-esteem (Ryff, 1989; Cenkseven, 2004). Social skills level and relationships with friends and family are major determinants of the positive relations with others dimension of psychological well-being (Cooper, Okamura & McNeil, 1995; Gülaçt

According to the findings, the teacher trainees’ psychological well-being did not vary significantly according to gender, incomes, parents’ education levels, residence and success. However, it was found significant differences about the family relationships and father’s education level variables. In terms of some studies in the literature, there is a parallelism between the finding about gender and those of Palmore and Kivett (1977) and Hamdan-Mansour and Marmash (2007). On the other hand, the finding in question does not support Cenkseven and Akba