This paper investigates the distinct mechanisms through which energy poverty is linked to life satisfaction, via health status and one’s satisfaction with one’s own socioeconomic status, using data from the Life in Transition survey. Our sample contains 19,598 individuals from 11 former communist states located in Central and Eastern Europe, and two developed countries for comparison. We estimated a partial least squared–path model and found that both health status and socioeconomic status are relevant mediators. Our results also indicate that gender moderates the relation between health status and life satisfaction. Energy poverty has a low contribution to health status but a larger contribution to satisfaction with socioeconomic status, thus indicating that interventions on energy poverty may not greatly improve the level of health, but can have an influence on how people feel about their life. The contribution of our paper is twofold. On the one side, we continue to consolidate the existing link between energy poverty and self-reported health status with a new focus on the Central and Eastern European countries; on another side, we propose a theoretical framework expansion by including totally novel factors to be analyzed in this context: satisfaction with socioeconomic status, economic environment improvement, and intolerance.

Energy Poverty and Life Satisfaction: Structural Mechanisms and Their Implications

Life satisfaction influences sustainable personal growth among students by ensuring that they more firmly apply themselves in their education. Universities represent an environment where students may improve their life satisfaction through better academic performance and being engaged in extracurricular sport. This study evaluates life satisfaction (LS) among university students, 18 to 28 years of age to confirm whether academic performance, involvement in sports and physical activity are factors relating to higher levels of LS among university students. The study uses the Brief Multidimensional Life Satisfaction Scale. Over a three-year timeframe, a questionnaire was administered to a sample of 875 students across areas of study in institutions of higher education in Serbia. The data were analyzed using Mann–Whitney and Kruskal–Wallis tests. LS among students is found to be significantly improved under the following conditions: removing the burden to pay for one’s tuition, having a better Grade Point Average (GPA) as well as being involved in sport. Moreover, the optimum level of physical activity to positively affect LS is found to be four to five hours a week.

https://www.mdpi.com/2071-1050/13/2/497/pdf

Academic Performance and Physical Activities as Positive Factors for Life Satisfaction among University Students

This study aims to explore the relationship between self-concept and life satisfaction among the youth. The research focuses on examining whether the two variables are correlated and if each of them has an impact on the other. The study collected data from 100 college-going students in India, aged between 18-25 years, with an equal representation of both genders. Self- Concept Questionnaire and Life Satisfaction Scale were used as instruments to measure the two variables. The results indicated that the average self-concept score is higher than the average life satisfaction score, and there was less variability in self-concept scores than life satisfaction scores. The study also found significant gender differences in the levels of self- concept and life satisfaction among the youth. The findings provided insights into how self- concept influences life satisfaction and how different factors affect them, which can help in developing interventions to improve the well-being of the youth.

The Relationship between Self-Concept and Life Satisfaction Among Youth: A Quantitative Correlational Study

Background: During the school years, many contextual and academic scenarios ensue that demand students mobilise their intrapersonal and social abilities. The way these situations are faced will determine the future personality of teenage students. This study aims to analyse the relationship between self-esteem and self-efficacy and the possible mediating role of satisfaction with life in secondary school students. Methods: The study comprises 816 participants, both male (N = 426; 52.20%) and female (N = 390; 47.89%) from 11 private and public secondary schools. The instruments used are the Academic Self-Efficacy Scale (ASES), the Rosenberg Self Esteem Scale (RSES) and the Satisfaction With Life Scale (SWLS). Results: The results reveal a gender difference in terms of self-esteem and significant correlations between the three constructs under consideration. Self-esteem is found to play a mediating role between self-efficacy and life satisfaction. Conclusion: The study reveals that self-esteem has significant influence in self-efficacy and life satisfaction in adolescents and in the mediating role that self-esteem plays in the relationship between the other two constructs. This emphasises the importance of building self-esteem towards the personal and psychological development of students.

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Influence of Psychological Variables in Adolescence: The Mediating Role of Self-Esteem in the Relationship between Self-Efficacy and Satisfaction with Life in Senior High School Students

The emergence of Covid-19 has had a tremendous impact on every line of life. As a form of preventing its spread, the Indonesian government has implemented an online learning system for every level of education. For the established online learning system to run smoothly, it must be supported by several aspects, one of which is the self-efficacy of students' information literacy. This study aims to see the effect of semester level on information literacy self-efficacy by Vocational School students of Diponegoro University during the application of online learning. This study uses a quantitative survey method in data collection. Questionnaires were distributed to 61 respondents from various levels of students at the Vocational School of Diponegoro University. Using the Kruskall Wallis test, the results show that H0 was accepted and H1 was rejected. So it can be concluded that there is no influence between the semester level on the information literacy self-efficacy Vocational School students of Diponegoro University during the online learning period.

The Effect of Semester Level on Information Literacy Self-Efficacy by Vocational School Students of Diponegoro University During the Online Learning Period

Internet applications, social media and sedentary lifestyle followed by individuals put a lot of stress on Gen Y and Gen Z individuals. This study seeks to find out what these individuals think they are capable of which is an individual's self-efficacy, with respect to gender, age and educational qualification, using subjective evaluation questionnaire which would enable the respondents to evaluate the questions posed and respond according to their perception. This study was done on students who about to become a part of the workforce in the near future. The study was aimed at finding meaningful relationships between students' overall quality of life and self-esteem with self-efficacy and it was found to be positive. The other factors-age, gender and educational qualification that were considered in the study failed to show considerable significance with self-efficacy, as self-efficacy was found to have negligible variation with respect to those factors.

https://iopscience.iop.org/article/10.1088/1757-899X/390/1/012007/pdf

R G Priyadarshini

Papers

Important factors of self-efficacy and its relationship with life satisfaction and self-esteem - with reference to gen y and gen z individuals