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Dejavniki psihičnega blagostanja študentov
Ryff, C. D. 1989. »Happiness is Everything, Or Is It? Explorations on the Meaning
of Psychological Well-Being.« Journal of Personality and Social Psychology
57 (6): 1069–1081.
Ryff, C. D., in C. L. Keyes. 1995. »The Structure of Psychological Well-Being Revi-
sited.« Journal of Personality and Social Psychology 69 (4): 719–727.
Sari, I. 2012. »The Relationship between Psychological Well-Being and the Sa-
tisfaction of the Basic Psychological Needs in University Students.« Social
and Educational Studies 4 (4): 1969–1978.
Seligman, M. E. P. 2011. Flourish: A Visionary New Understanding of Happiness and
Well-Being. New York: The Free Press.
Seligman, M. E., R. M. Ernst, J. Gillham, K. Reivich in M. Linkins. 2009. »Positive
Education: Positive Psychology and Classroom Interventions.« Oxford Re-
view of Education 35 (3): 293–311.
Steel, P., J. Schmidt in J. Shultz. 2008. »Refining the Relationship between Per-
sonality and Subjective Well-Being.« Psychological Bulletin 134 (1): 138–161.
Wahab, M. A. A., N. A. Ghani in H. Yusof. 2018. »Initial Discussion on the Past Stu-
dies of Well-Being.« International Journal of Academic Research in Business
and Social Sciences 8 (5): 74–86.
Waterman, A. S., S. J. Schwartz, B. L. Zamboanga, R. D. Ravert, M. K. Williams,
V. Bede Agocha, S. Yeong Kim in M. Brent Donnellan. 2010. »The Question-
naire for Eudaimonic Well-Being: Psychometric Properties, Demographic
Comparisons, and Evidence of Validity.« The Journal of Positive Psychology
5 (1): 41–61.
Wörfel, F., B. Gusy, K. Lohmann, K. Töpritz in D. Kleiber. 2016. »Mental Health
Problems among University Students and the Impact of Structural Condi-
tions.« Journal of Public Health 24 (2): 125–133.
Factors of Students’ Subjective Well-Being
In the present qualitative research, factors of students’ subjective well-being
were investigated. Seven semi-structured in-depth interviews with UP PEF stu-
dents were conducted. The results showed students are relatively satisfied with
life and experience more positive than negative emotions, mainly due to their
own academic achievements and quality interpersonal relationships. They be-
lieve they grow personally primarily in the area of academics, but not in other
areas, as studying offers them many opportunities for self-actualization. They
experience themselves as autonomous mainly in the organization of their own
obligations, and they cultivate high-quality and deep relationships with fam-
ily members, friends and partners, while relationships with classmates are per-
ceived as superficial. They have the feeling that they do not control their study
environment in the best way, mainly because of the many study loads and poor
organization. In general, students feel that their lives have meaning, and the
reason for this is their progress in their studies and the achievement of their
547
Ryff, C. D. 1989. »Happiness is Everything, Or Is It? Explorations on the Meaning
of Psychological Well-Being.« Journal of Personality and Social Psychology
57 (6): 1069–1081.
Ryff, C. D., in C. L. Keyes. 1995. »The Structure of Psychological Well-Being Revi-
sited.« Journal of Personality and Social Psychology 69 (4): 719–727.
Sari, I. 2012. »The Relationship between Psychological Well-Being and the Sa-
tisfaction of the Basic Psychological Needs in University Students.« Social
and Educational Studies 4 (4): 1969–1978.
Seligman, M. E. P. 2011. Flourish: A Visionary New Understanding of Happiness and
Well-Being. New York: The Free Press.
Seligman, M. E., R. M. Ernst, J. Gillham, K. Reivich in M. Linkins. 2009. »Positive
Education: Positive Psychology and Classroom Interventions.« Oxford Re-
view of Education 35 (3): 293–311.
Steel, P., J. Schmidt in J. Shultz. 2008. »Refining the Relationship between Per-
sonality and Subjective Well-Being.« Psychological Bulletin 134 (1): 138–161.
Wahab, M. A. A., N. A. Ghani in H. Yusof. 2018. »Initial Discussion on the Past Stu-
dies of Well-Being.« International Journal of Academic Research in Business
and Social Sciences 8 (5): 74–86.
Waterman, A. S., S. J. Schwartz, B. L. Zamboanga, R. D. Ravert, M. K. Williams,
V. Bede Agocha, S. Yeong Kim in M. Brent Donnellan. 2010. »The Question-
naire for Eudaimonic Well-Being: Psychometric Properties, Demographic
Comparisons, and Evidence of Validity.« The Journal of Positive Psychology
5 (1): 41–61.
Wörfel, F., B. Gusy, K. Lohmann, K. Töpritz in D. Kleiber. 2016. »Mental Health
Problems among University Students and the Impact of Structural Condi-
tions.« Journal of Public Health 24 (2): 125–133.
Factors of Students’ Subjective Well-Being
In the present qualitative research, factors of students’ subjective well-being
were investigated. Seven semi-structured in-depth interviews with UP PEF stu-
dents were conducted. The results showed students are relatively satisfied with
life and experience more positive than negative emotions, mainly due to their
own academic achievements and quality interpersonal relationships. They be-
lieve they grow personally primarily in the area of academics, but not in other
areas, as studying offers them many opportunities for self-actualization. They
experience themselves as autonomous mainly in the organization of their own
obligations, and they cultivate high-quality and deep relationships with fam-
ily members, friends and partners, while relationships with classmates are per-
ceived as superficial. They have the feeling that they do not control their study
environment in the best way, mainly because of the many study loads and poor
organization. In general, students feel that their lives have meaning, and the
reason for this is their progress in their studies and the achievement of their
547
