Design educational applications that raise student self-esteem, help students take control of their lives, and reduce perfectionism¶

Strategy · All strategies
Evidence · 1 claim (1 for) · 1 study (1 associational), q2 · 1 of 1 report an effect size · 1 claim rests on one study

Description¶

The authors' concluding recommendation is that, given the observed relationships between subjective well-being and the three variables, "the applications or empirical studies that make students increase their self-esteem, that enable them to take life controls in hand and that will reduce their perfectionism can be performed in their educational lives". The strategy targets the three predictors the study found to relate to student subjective well-being. It is offered as a direction for future applied work, not as a tested intervention.

Design Implications¶

Context¶

Requirements¶

• Applications should target the three variables the study found related to subjective well-being: self-esteem, locus of control and perfectionism.

Constraints¶

• The recommendation rests on a relational study of final-year Faculty of Education students; the authors themselves call for empirically designed studies to test it.

Target Learners¶

• university students, particularly final-year Faculty of Education students

Target Learning Goals¶

• student subjective well-being

Claims¶

• Self-esteem is positively correlated with subjective well-being among final-year education faculty students [+W]

Related Strategies¶

Examples¶

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Key Sources¶

• Karatas, Z. & Tagay, O. (2012). Self Esteem, Locus of Control and Multidimensional Perfectionism as the Predictors of Subjective Well Being. International Education Studies, 5(6). http://dx.doi.org/10.5539/ies.v5n6p131