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The interplay between university students' needs, maturity levels (personal, familial, and social), and life satisfaction

Year 2025, Volume: 12 Issue: 3, 523 - 548

Ahmet Mutlu Akyüz , İbrahim Durmuş

Abstract

It is essential for young Turkish individuals (university students) to rapidly develop their skills and abilities to take on leadership roles in society. To become well-equipped individuals who contribute to societal welfare and development, these young adults must undergo a healthy adolescent maturity process. Therefore, providing a supportive environment for Turkish adolescents during their maturation is crucial. This study investigates how fulfilling all hierarchical needs (PSN, LBN, ESAN) affects Turkish adolescents' life satisfaction (LS) and their personal (PM), familial (FM), and social (SM) maturity levels. The study sample consists of 397 Turkish university students. The proposed research model was tested using PLS-SEM analysis. The findings indicate that fulfilling all hierarchical needs positively affects life satisfaction. Additionally, life satisfaction serves as a mediator between the fulfillment of hierarchical needs and maturity levels. However, the most fundamental physical and security needs are not adequately met, hindering personal maturity. Furthermore, love and belonging needs and esteem and self-actualization needs positively impact all maturity levels.

Keywords

Maslow’s hierarchy of needs Life satisfaction Adolescent maturity Turkish adolescents

Ethical Statement

Gumushane University Scientific Research and Publication Ethics Committee, 2021/8 on 29/12/2021. 95674917-108.99-71601.

Project Number

projeden türetilmemiştir

References

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The interplay between university students' needs, maturity levels (personal, familial, and social), and life satisfaction

Year 2025, Volume: 12 Issue: 3, 523 - 548

Ahmet Mutlu Akyüz , İbrahim Durmuş

Abstract

It is essential for young Turkish individuals (university students) to rapidly develop their skills and abilities to take on leadership roles in society. To become well-equipped individuals who contribute to societal welfare and development, these young adults must undergo a healthy adolescent maturity process. Therefore, providing a supportive environment for Turkish adolescents during their maturation is crucial. This study investigates how fulfilling all hierarchical needs (PSN, LBN, ESAN) affects Turkish adolescents' life satisfaction (LS) and their personal (PM), familial (FM), and social (SM) maturity levels. The study sample consists of 397 Turkish university students. The proposed research model was tested using PLS-SEM analysis. The findings indicate that fulfilling all hierarchical needs positively affects life satisfaction. Additionally, life satisfaction serves as a mediator between the fulfillment of hierarchical needs and maturity levels. However, the most fundamental physical and security needs are not adequately met, hindering personal maturity. Furthermore, love and belonging needs and esteem and self-actualization needs positively impact all maturity levels.

Keywords

Maslow’s hierarchy of needs Life satisfaction Adolescent maturity Turkish adolescents

Ethical Statement

Gumushane University Scientific Research and Publication Ethics Committee, 2021/8 on 29/12/2021. 95674917-108.99-71601.

Project Number

projeden türetilmemiştir

References

  • Abbas, J. (2020). Service quality in higher education institutions: Qualitative evidence from the students’ perspectives using Maslow hierarchy of needs. International Journal of Quality and Service Sciences, 12(3), 371-384. https://doi.org/10.1108/IJQSS-02-2020-0016
  • Adıgüzel, A. (2012). The relation between candidate teachers’ moral maturity levels and their individual innovativeness characteristics: A case study of Harran University Education Faculty. Educational Research and Reviews, 7(25), 543 547. https://doi.org/10.5897/ERR12.089
  • Ahamed, N., & Ghosh, M. (1996). A study of the relationship between moral values, social maturity and life satisfaction among male and female college students. Body Language, 2(3), 8-13.
  • Albetris, A., Johannes, J., Octavia, A., & Lubis, T.A. (2022). The agents’ role to create e-loyalty. Dinasti International Journal of Digital Business Management, 3(6), 951-965. https://doi.org/10.31933/dijdbm.v3i6
  • Almeida, P.M., Brás, M., Nunes, C., & Martins, C. (2024). The Role of family in the life satisfaction of young adults: An ecological-systemic perspective. European Journal Investigation Health Psychology and Education, 14, 2772 2786. https://doi.org/10.3390/ejihpe14100182
  • Almeida, P.M., & Nunes, C. (2024). Family climate as a mediator of the relationship between stress and life satisfaction: A study with young university students. Behavioral Sciences, 14, 1-13. https://doi.org/10.3390/bs14070559
  • Arslan, C., Hamarta, E., & Uslu, M. (2010). The relationship between conflict communications, self-esteem and life satisfaction in university students. Educational Research and Reviews, 5(1), 31-34.
  • Aruma, E.O., & Hanachor, M.E. (2017). Abraham Maslow’s hierarchy of needs and assessment of needs in community development. International Journal of Development and Economic Sustainability, 5(7), 15-27.
  • Bailey, R.C., & Miller, C. (1998). Life satisfaction and life demands in college students. Social Behaviour and Personality, 26(1), 51-56. https://doi.org/10.2224/sbp.1998.26.1.51
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Details

Primary Language English
Subjects Measurement Theories and Applications in Education and Psychology, Scale Development, Psychological Methodology, Design and Analysis
Journal Section Articles
Authors

Ahmet Mutlu Akyüz 0000-0002-6406-3284

İbrahim Durmuş 0000-0002-3872-2258

Project Number projeden türetilmemiştir
Early Pub Date July 21, 2025
Publication Date
Submission Date April 3, 2024
Acceptance Date February 18, 2025
Published in Issue Year 2025 Volume: 12 Issue: 3

Cite

APA Akyüz, A. M., & Durmuş, İ. (2025). The interplay between university students’ needs, maturity levels (personal, familial, and social), and life satisfaction. International Journal of Assessment Tools in Education, 12(3), 523-548.

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