An Examination of Adolescents’ Subjective Well-Being Levels in the Age of Technology

Abstract

The aim of this study is to examine the subjective well-being levels of adolescents in the age of technology and to determine whether these levels differ according to various individual and environmental variables. In this context, the effects of adolescents’ cognitive characteristics (being gifted or non-gifted), as well as variables such as gender, parental education level, parental attitudes, and type of school, on subjective well-being were investigated. The study was conducted using a descriptive and causal-comparative research design. The study group consisted of a total of 350 high school adolescents selected through convenience sampling during the 2017–2018 academic year. Data were collected using the “Subjective Well-Being Scale” and a “Personal Information Form.” Statistical analyses were performed using SPSS. The findings revealed that gifted adolescents have significantly lower levels of subjective well-being compared to their non-gifted peers. According to gender, the lowest level of subjective well-being was found among gifted male adolescents, while the highest level was observed among non-gifted male adolescents. Additionally, subjective well-being levels were found to differ significantly according to parental education level, parental attitudes, and the type of school attended. In conclusion, it was determined that adolescents’ subjective well-being is influenced not only by individual characteristics but also by family and environmental factors. Considering the increasing psychosocial and environmental interactions in the age of technology, it is suggested that preventive and supportive interventions should be developed, particularly for gifted adolescents who may be considered a risk group in terms of psychological well-being.