A Study on the Multidimensional Life Satisfaction of Adolescents

Abstract

This research is all about the life satisfaction of selected adolescents in terms of gender, achievement level and socio-economic status. Its primary goal is to determine if there are any differences in the reported life satisfaction of fourth year high school students between the two (2) groups that are each determined from the three (3) variables presented earlier. Five (3) life satisfaction domains namely: family, friends, school. living environment and sell arc considered in this research based on Huebner's (2001) Multidimensional Students’ Life Satisfaction Scale (MSLSS). The research initially rests on the assumption that gender, achievement level and socioeconomic status are factors that influence the life satisfaction or happiness of adolescents. Huebner defines life Satisfaction or Happiness in the Multidimensional Students’ Life Satisfaction Scale (MSLSS) in 2001 as a global evaluation by the person of his/her life. This means that life satisfaction can be measured using a multitude of domains, however the five (5) dimensions in the scale are considered to be the most significant to adolescents. Adolescence is the period between childhood and adulthood when the individual is confronted by a series of developmental hurdles and challenges. It is a period of “storm and stress,” begins at puberty, around age twelve (12) to thirteen (13), and ends when full adult status has been attained by ages twenty-two (22) to twenty-five (25). The beginning of adolescence is defined by a physiological change and at the end, by psychosocial change. Fence, these events in the adolescent's lite could cause a great deal of happiness and unhappiness. The researcher utilized the survey method and use of questionnaires for data gathering. The samples are two hundred fifty-three (253) fourth year high school students, purposively sampled from the ten (10) sections of Emilio Aguinaldo Junior High School in Quezon City. The respondents are grouped accordingly in terms of gender- male or female, achievement level- high and low achievement levels and socioeconomic status- high and low SES. The survey questionnaire is divided into two (2) parts. The first part is on sociodemographic profile — age. gender. religion and general average in 3" year high school; family structure- parent’s civil status, parent's occupational status, people living in household and the number of siblings and relatives living in household; living environment — city of residence and settlement pattern. and perceived personality type — introvert or extrovert. The second part is the questionnaire proper. All in all, there are forty (40) items in the scale. There are seven (7) items for the Family Dimension, nine (9) items for the Friends Dimension, eight (8) items for the School Dimension, nine (9) items for the Living Environment Dimension and seven (7) items for the Self Dimension. The means for each domain are then computed per respondent. Means that the domains and respondents are placed in contingency tables for the computation ofthe chi-square. The chi-square nonparametric statistical test is utilized for analyzing the data because the study aims to find out if the two groups are homogeneous or not. For each of the five (3) domains, the chi-square critical value is set at 3.84 and the alpha level at 0.05. For the family domain, the levels of satisfaction in terms of gender and socioeconomic status are the same. However, in terms of achievement level, high achievers are more satisfied than low achievers. For the friends/peers domain, the levels of satisfaction in terms of gender and socioeconomic status are similar. However, in terms of achievement level, high achievers are more satisfied than low achievers. For the school domain, males are more satisfied than females. On the other hand, the levels of satisfaction in terms achievement level and socioeconomic status are the same. For the living environment domain, females are more satisfied than males. Moreover, high achievers are more satisfied than low achievers. Further, adolescents with high SES are more satisfied than those with low SES. For the self domain, the levels of satisfaction in terms of gender, achievement level and socioeconomic status are the same. However, in terms of overall life satisfaction males are more satisfied with their families while females are more satisfied with themselves. Meanwhile, both genders are least satisfied with ther living environments. Furthermore. high achievers are more satisfied with themselves whereas the low achievers are more satisfied with themselves and their school. High and low achievers. however, are least satisfied with their living environments. In addition. adolescents with low SES are least satisfied with friends while those with high SES are least satisfied with their living environments. Both SES, however, are most satisfied with their school. However, differences in the mean scores of adolescents in terms of gender. achievement level and socioeconomic status are 100 small to be considered significant. Therefore, the adolescents’ life satisfactions across all categories in this study are generally the same. In order to address the adolescents’ least source of satisfaction in the living environment, this study recommends the neighborhood, community and nation as a whole to devise effective ways to reduce the number of criminals and the crimes committed in the society that threaten the adolescents. In addition to that, community members are asked to contribute to nation building and to help create a beautiful and peaceful environment where adolescents can find refuge and security.