Žmogaus socialinio gyvenimo kokybės įsivertinimo ir vaikystės potyrių sąsajos

LTGyvenimo kokybė, arba gerovė, dažnai apibrėžiama ne tik kaip gera žmogaus emocinė būsena, bet ir adekvatus jo socialinis statusas visuomenėje, fizinė aplinka. Gyvenimo kokybė įvairiais aspektais analizuota užsienio mokslininkų straipsniuose, disertacijose (Campbell, Converse ir Rogers, 1977; Sen, 1993; Hollar, 1996; Felce, 2000; Veenhoven, 2000, 2001; Yuan, 2001; Noll, 2002; Galloway, 2006 ir kt.). Tačiau skirtingi autoriai įvairiai interpretuoja gyvenimo kokybę ir vis dar trūksta šios temos teorinio pagrindimo. Mokslinėje literatūroje iki šiol nėra pateikta vienareikšmiškos gyvenimo kokybės sampratos, nesutariama dėl gyvenimo kokybės vertinimo, metodologijos, pateikiami skirtingi vertinimo rodikliai. Iki šiol nėra vieno atsakymo į klausimą, kokie yra gyvenimo kokybės vertinimo komponentai bei sritys. Problema – žmonių gyvenimo kokybės ir vaikystės potyrių sąsajų vertinimo socialiniu aspektu tyrimų stoka. Tyrimo tikslas – nustatyti žmonių gyvenimo kokybės ir vaikystės potyrių sąsajas socialiniu aspektu, remiantis tyrimo rezultatais. [Iš leidinio]

ENLife quality is defined not only as a good emotional condition of a person, but also as his/her adequate social status in the society and physical environment. Different aspects of life quality are analysed by a number of scholars (Campbell, Converse, & Rogers, 1977; Sen, 1993; Hollar, 1996; Felce, 2000; Veenhoven, 2000, 2001; Yuan, 2001; Noll, 2002; Galloway, 2006 and others). Lithuanian authors also pay attention to the conception of life quality (Bagdonienė, 2000), links link the life quality and regional competition (Černiūtė, 2001), analyse the influence of human health on life quality (Rėklaitienė & Juozulynas, 2003; Jatulienė, Čepienė, Kalibatas, & Juozulynas, 2003), as well as conduct research on youth life quality (Bartkutė, 2005), children’s socialisation and adult life quality (Kvieskienė & Kvieska, 2012). Scholarly literature does not provide a single conception of life quality; there is a disagreement regarding the assessment methodology of life quality; as well as different assessment criteria are presented. There is no unanimous answer to the question what components and areas of life quality assessment are. The problem is that a more exhaustive social research on the assessment of the links between life quality and childhood experiences has not been conducted yet. The aim of the research is to present the links between human life quality and childhood experiences from the social standpoint on the basis of the research results. The following objectives are posed for the attainment of the aim: 1. To make a theoretical review of the assessment of the links between life quality and childhood experiences from the social standpoint; 2. To reveal the links between life quality and childhood experiences from the social standpoint.The following methods of data collection were applied: scientific literature analysis and interview. The methods of data analysis included open-ended questions used in the interview. The answers were analysed employing content analysis. The research results demonstrated that self-assessment of the quality of social life is related to childhood experiences in the social sphere. Childhood experiences are associated with other persons, which directly determines the development of social skills and life quality experiences in social sphere. [From the publication]