Measuring adolescents’ subjective well-being in educational context: development and validation of a multidimensional instrument

Fostering Students’ Well-Being: The Mediating Role of Teacher Interpersonal Behavior and Student-Teacher Relationships

“…The term learner well-being has been characterized in numerous ways, but in psychology, it is most often operated through measures of subjective well-being, positive attributes/character strong points, and the absence of psychological stress, like sorrow, worry, and anxiety ( Kern et al, 2015 ). Well-being, in recent years, has become an obvious instructive goal in numerous educational organizations and it is understood that learners’ well-being should be a major result of public education ( Opre et al, 2018 ). According to Mercer et al (2018) , positive learning places well-being at the center of educational practices along with educational content, which does not conflict with each other.…”

Apoyo social de familia, profesorado y amigos, ajuste escolar y bienestar subjetivo en adolescentes peruanos

“…Por otro lado, también cabe señalar que, aunque numerosos autores han considerado importante el desarrollo del bienestar subjetivo, la investigación sobre la efectividad educativa se ha centrado principalmente en el logro académico como el único resultado de los procesos educativos y ha olvidado de manera sistemática el bienestar subjetivo de los estudiantes. Por suerte, en los últimos años, el bienestar se ha convertido en un objetivo educativo explícito en muchos sistemas educativos y se considera que el bienestar subjetivo de los adolescentes debería representar un resultado primario de la educación pública (Opre et al, 2018). Es en esta línea donde debería situarse esta modesta aportación, en consonancia con la tendencia de la psicología positiva.…”

Student Well-Being in the Context of Erik Allardt’s Theory of Welfare and Urie Bronfenbrenner’s Ecological Systems Theory of Development

“…In recent years, interest in the topic of well-being has resulted in the development of research tools in which various dimensions and measurement indicators are proposed. Such examples of tests and their dimensions include: The Quality of School Life QSL Epstein, Mcpartland (1976) (general satisfaction with school, involvement in school activities, attitudes toward teachers); The Quality of Student Questionnaire QSLO (Keith & Shalock, 1994) (satisfaction, well-being, social belonging, reinforcement/control); Quality of School Life (Karatzias et al, 2001) (student opinion about the quality of school life, satisfaction with the school); The Multidimensional Students' Life Satisfaction Scale MSLSS (Huebner & Gilman, 2002) (satisfaction with: school, self, family, friends, living environment); School Well-being Profile (Konu & Lintonen, 2005) (school and physical conditions: ventilation, toilets, facilities, temperature; time pressure; relationships with teachers; teacher interest in student progress; fair treatment; health); The Personal Wellbeing Index-School Children PWI-SC (Tomyn & Cummins, 2005; (standard of living, personal health, life achievements, personal relationships, personal safety, feeling part of the community, future safety); The Student Well-being Model SWBM (Soutter et al, 2013) (having, being, relationships, feelings, thinking, functioning, aspirations); The Student Subjective Wellbeing Questionnare ISWQ (Renshaw et al, 2015) (feeling connected/bonds with the school, academic efficacy, enjoying learning, educational goals); The Adolescence School Subjective Well-being Scale ASSWBS (Opre et al, 2018) (identification with the school; learning and personal growth; safety; relationships with peers; relationships with teachers; emotional well-being; family relationships).…”

“…The literature offers research reports on children's well-being at school such as those by Karataias et al (2001), Huebner & Gilman (2002), Polard & Lee (2003); Engels et al (2004), Konu & Lintonen (2005), Soutter et al (2013), Renshaw et al (2015) and Opre et al (2018).…”