2021
DOI: 10.3389/fpsyg.2021.620895
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Contributions of Individual, Family, and School Characteristics to Chilean Students’ Social Well-Being at School

Abstract: Schools are an essential part of students’ lives and can promote and facilitate their well-being. Although research on well-being among school-aged children and adolescents has distinguished subjective well-being from social well-being, very few studies examined student’s social well-being at school (SWS). SWS is understood as students’ valuation of the circumstances and functioning of their school. This framework posits that the context of the schools can shape students’ perception of feeling integrated and m… Show more

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Cited by 12 publications
(8 citation statements)
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“…In order to cope, the contextual aspects such as school resources and collegiate support identified by Hascher et al (2021) have helped teachers maintain their wellbeing ( Hascher et al, 2021 ) and respond to students’ academic, physical, and emotional needs through positive teacher-student relationships ( Jones and Kessler, 2020 ). The findings of the present study are consistent with López et al (2021b) findings that students’ wellbeing is permeable to their perception of their teachers’ wellbeing ( Shirley et al, 2020 ). On the other hand, the results show that students in the context of a pandemic have valued even more the presence and closeness of their teachers, highlighting as relevant being able to feel cared for and welcomed in their needs.…”
Section: Discussionsupporting
confidence: 91%
“…In order to cope, the contextual aspects such as school resources and collegiate support identified by Hascher et al (2021) have helped teachers maintain their wellbeing ( Hascher et al, 2021 ) and respond to students’ academic, physical, and emotional needs through positive teacher-student relationships ( Jones and Kessler, 2020 ). The findings of the present study are consistent with López et al (2021b) findings that students’ wellbeing is permeable to their perception of their teachers’ wellbeing ( Shirley et al, 2020 ). On the other hand, the results show that students in the context of a pandemic have valued even more the presence and closeness of their teachers, highlighting as relevant being able to feel cared for and welcomed in their needs.…”
Section: Discussionsupporting
confidence: 91%
“…V prvním ohledu může být v USA mobilita žáků chápána jako pozitivní průvodní jev spojený s vysokou flexibilitou a prostorovou/rezidenční mobilitou pracovní síly, v evropských školských systémech je oceňována naopak stabilita (Bereményi & Carrasco, 2018). Příkladem vlivu vzdělávací politiky je Chile, donedávna po několik desetiletí uplatňující neoliberální tržně orientované modely nejen v ekonomice, ale podporující je i ve školství s důsledkem vysoké mobility žáků mezi školami (López et al, 2021)…”
Section: Míra Mobility Souvisí S Kulturními Faktory a S Legislativním...unclassified
“…1) U konkrétního žáka opakované přestupy mezi školami signalizují riziko problémů ve vztahu dítěte/ rodiny a školy. V současnosti se klade důraz na pohodu/wellbeing žáků (i ostatních aktérů školního života) a z tohoto pohledu se obvykle předpokládá, že kontinuita vzdělávání v určité škole přináší nejen lepší kognitivní výsledky, ale má význam i pro pozitivní emoční a sociální vývoj a pohodu žáků, i když dopad četnějších přestupů je pro různé jedince odlišný (López et al, 2021). 4 2) Vysoká odchozí mobilita na úrovni jednotlivé školy může být důležitým signálem o tom, že dochází k rizikovému vnitřnímu vývoji této organizace (rodiče "hlasují nohama").…”
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“…A positive school experience is a healthy ecological environment in which social and emotional development takes place, caring for the quality of life of the community, both individually and collectively. The social, emotional, and academic needs of all students can therefore be adequately addressed by appropriate school policies [82].…”
Section: Influence Of the Social Environment On Ecological Attitudesmentioning
confidence: 99%