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Pollard, Elizabeth L.; Lee, Patrice D.

doi:10.1023/a:1021284215801

Cited by 510 publications

(193 citation statements)

References 15 publications

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“…Numerous authors have reviewed the literature on children's happiness and well-being, QoL and health-related quality of life (HRQoL), and children's and adolescents' LS to determine the various ways these constructs are defined and measured (Gilman & Huebner, 2003;Harding, 2001;Huebner, Suldo, Smith, et al, 2004;Pollard & Lee, 2003). This literature emphasises the complexity and multi-dimensional nature of children's well-being.…”

Section: Conceptual Framework Underpinning Children's Happiness and mentioning

confidence: 99%

Parents’ Perceptions of Risk and the Influence on Children’s Everyday Activities

et al. 2013

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Section: Conceptual Framework Underpinning Children's Happiness and mentioning

confidence: 99%

Parents’ Perceptions of Risk and the Influence on Children’s Everyday Activities

et al. 2013

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“…The addition of an item about having fun in the neighborhood was previously recommended by Chipuer and Pretty (1999), from previous studies made by them. The inclusion of these two items considered the importance of the ecological validity (Chipuer & Pretty, 1999), seeking to cover aspects that would be present in the reality of the children and that would be important to them (Casas et al, 2014;Pollard & Lee, 2003). Therefore, the inclusion of these items would be important features of the Brazilian situation.…”

Section: Discussionmentioning

confidence: 99%

Adaptation of the Sense of Community Index for Brazilian Children

Sarriera

Strelhow

Bedin

et al. 2015

Paidéia (Ribeirão Preto)

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The sense of community is an important construct for assessing the individual’s relationship with his/her community context. This study aims to adapt the Sense of Community Index for Brazilian Children and verify its psychometric properties in this sample. The participants are 1,736 Brazilian children between 8 and 13 years old (53.3% girls). Exploratory factor analysis indicated a two-factor solution (Positive bond with community and Community neighbors’ relationships), with 47.9% of explained variance. Scale reliability was adequate (Cronbach’s α = .78) and confirmatory factor analysis presented good fit indices (CFA > .95 and RMSEA < .05). Multigroup analysis indicated that the items have the same meanings regarding sex and age, and that the latent factors means are comparable regarding sex, but not for age. The proposed model of the instrument is adequate and can be used in future studies with Brazilian children.

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“…Research shows that high levels of well-being among students are associated with positive and fulfilling life-experiences, while low levels of well-being are associated with just the opposite (Pollard and Lee, 2003).…”

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confidence: 99%

“…It comprises students' proficiency in academic subjects, their ability to collaborate with others to solve problems and their sense of mastery in-school subjects. It incorporates actions and behaviours that may promote the acquisition of knowledge, skills or information that may aid them when they are faced with new, complex ideas and problems (Pollard and Lee, 2003).…”

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confidence: 99%

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A Framework for the Analysis of Student Well-Being in the PISA 2015 Study

Borgonovi

Pál

2016

OECD Education Working Papers

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JT03401754Complete document available on OLIS in its original format This document and any map included herein are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. EDU/WKP(2016) This document and any map included herein are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area.You can copy, download or print OECD content for your own use, and you can include excerpts from OECD publications, databases and multimedia products in your own documents, presentations, blogs, websites and teaching materials, provided that suitable acknowledgement of OECD as source and copyright owner is given. All requests for public or commercial use and translation rights should be submitted to rights@oecd.org.Comment on the series is welcome, and should be sent to edu.contact@oecd.org.This working paper has been authorised by Andreas Schleicher, Director of the Directorate for Education and Skills, OECD. ABSTRACTIn 2015, PISA (the Programme for International Student Assessment) asked students to describe their wellbeing in addition to collecting information on students' subject-specific skills. This paper provides a comprehensive overview and details the policy relevance of the following five dimensions of well-being covered in PISA 2015: cognitive, psychological, social, physical and material well-being. In addition, the paper outlines the underlying indicators of each dimension and their theoretical and analytical value for education policy. This paper concludes by identifying data gaps within the indicators and exploring how future cycles of PISA could bridge these gaps in order to provide a more comprehensive portrait of students' well-being. RÉSUMÉEn 2015, PISA (le Programme international pour le suivi des acquis des élèves) a interrogé les élèves sur leur bien-être, en plus de sa collecte de données sur leurs compétences dans des matières spécifiques. Ce document propose un aperçu complet et une analyse détaillée de la pertinence stratégique des cinq dimensions du bien-être couvertes dans l'enquête PISA 2015 : le bien-être cognitif, psychologique, social, physique et matériel. En outre, il examine les indicateurs sous-tendant chacune de ces dimensions, ainsi que leur valeur théorique et analytique pour les politiques d'éducation. Enfin, il identifie les lacunes dans les données des indicateurs et étudie les possibilités d'y remédier dans les prochains cycles PISA afin de dresser un portrait plus exhaustif du bien-être des élèves.

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Untitled

Cited by 510 publications

References 15 publications

Parents’ Perceptions of Risk and the Influence on Children’s Everyday Activities

Parents’ Perceptions of Risk and the Influence on Children’s Everyday Activities

Adaptation of the Sense of Community Index for Brazilian Children

A Framework for the Analysis of Student Well-Being in the PISA 2015 Study

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