SUBJECTIVE WELL-BEING AND ACADEMIC SUCCESS OF UNIVERSITY STUDENTS IN ENGLISH LANGUAGE SCHOOL
There has been a growing interest in research examining the predictors of academic performance of students in higher education. However there is paucity of empirical evidence regarding Turkey. Student characteristics, health, socio-demographic background, family income, family size, sibship characteristics, and class attendance are among the factors that impact academic success. Additionally, university students need to cope with a complex new life role, which may lead to adjustment problems. The aim of this study is to examine the association between subjective well-being and academic success for students studying at TED University English Language School. In addition to students’ priory academic success and university entrance exam performance data obtained from the Registrar’s Office, a questionnaire is used to obtain data relating to socio –demographic and family characteristics. Moreover the participants are also asked to complete the Positive and Negative Affect Schedule (PANAS) and Satisfaction with Life Scale (SLWS) to assess their subjective well-being. In addition to providing a descriptive analysis for TED University preparatory students’ characteristics, qualitative analysis method is employed to investigate the predictors of academic success. Preliminary empirical evidence indicates that family characteristics and subjective well – being are among the determinants of academic success.