The quality of experience of students with and without special educational needs in everyday life and when relating to peers

Zurbriggen, Carmen; Venetz, Martin; Hinni, Chantal

doi:10.4324/9780429264184-3

Cited by 5 publications

(11 citation statements)

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“…Future studies should include the out‐of‐school context. In adolescents, Zurbriggen et al () found social interactions with peers during leisure time to have a greater effect on positive activation than social interactions with peers in the classroom.…”

Section: Discussionmentioning

confidence: 99%

“…Recent research has identified peer interactions at school as one factor associated with affective well‐being (e.g., King, ). Besides peer relatedness, there are several other such factors, including teacher–student interactions (e.g., Holfve‐Sabel, ; Kiuru et al, ), academic performance (e.g., Nordlander & Stensöta, ; Véronneau, Vitaro, Brendgen, Dishion, & Tremblay, ), parent–child interactions (e.g., van der Kaap‐Deeder, Vansteenkiste, Soenens, & Mabbe, ), and peer interactions in the out‐of‐school context (e.g., Zurbriggen, Venetz, & Hinni, ).…”

Section: Children's Subjective Well‐beingmentioning

confidence: 99%

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The importance of peer relatedness at school for affective well‐being in children: Between‐ and within‐person associations

2019

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Two intensive longitudinal studies examining the association between children's feeling of relatedness to peers at school and their affective well-being were performed. In Study 1, 110 third and fourth graders reported on their positive affect (PA) and negative affect (NA) 4 times daily and on their peer relatedness once a day over 4 weeks. Multilevel analyses revealed that children who reported higher peer relatedness on average also reported higher PA and lower NA (between-person associations). Moreover, on days when children reported higher peer relatedness than usual, they also reported higher PA, but they did not necessarily report lower NA (within-person associations). In Study 2, 55 fourth, fifth, and sixth graders indicated their PA, NA, and peer relatedness once a day over 2 weeks. We replicated the findings of Study 1 on both levels. The studies showed that feeling related to peers is associated with high PA at school and at home on a daily basis, illustrating the function of peer relatedness in promoting positive well-being. The findings further demonstrated the necessity of intensive longitudinal studies focusing on within-person associationsThis is an open access article under the terms of the Creat ive Commo ns Attri butio n-NonCo mmercial License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited and is not used for commercial purposes.

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Section: Discussionmentioning

confidence: 99%

Section: Children's Subjective Well‐beingmentioning

confidence: 99%

The importance of peer relatedness at school for affective well‐being in children: Between‐ and within‐person associations

2019

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“…Social relationships with peers are of huge importance for positive emotions and school well-being (Liu et al, 2016; Schmidt et al, 2020). For example, favorable interactions during class are accompanied by positive emotions (Zurbriggen et al, 2018), and several studies have already shown an association between students’ sense of relatedness in class (e.g., being accepted by peers) and their school well-being (Graham et al, 2016). The quality of social relationships within the classroom can also be defined as class climate (Schmuck & Schmuck, 1983), which likewise is beneficial for positive attitudes toward school, school satisfaction, enjoyment, and school well-being (Thapa et al, 2013; Zullig et al, 2011) while buffering an increase of anti-school attitude (Hoferichter et al, 2021).…”

Section: School Well-being and Achievement Emotionsmentioning

confidence: 99%

“…Thus, emotions arise through a person’s interaction with the learning environment, whereby individual, as well as context references, are indispensable for the explanation of emotional arousals. The results of Zurbriggen and colleagues (2018) indicate that emotional experiences can be explained in a roughly equal extent to the person and the situation.…”

Section: School Well-being and Achievement Emotionsmentioning

confidence: 99%

The Gender-Specific Role of Social Relationships for School Well-Being in Primary School

Markus

Rieser

Schwab

2022

Zeitschrift für Psychologie

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Abstract. Since learning at school is always embedded in a social context, students’ social relationships are considered key variables for their school well-being. But especially studies at the primary school level that examine gender-specific linkages between students’ relationships with peers and teachers and components of their school well-being are lacking. Therefore, a longitudinal study with 351 primary school students was conducted. Girls indicated a better relationship with their teacher, a more positive attitude toward school, and predominantly more beneficial achievement emotions than boys. Manifest multi-group path models suggest that students’ perceived teacher-student-relationship seems to predict their attitude toward school for both genders positively, while its’ connections with particular achievement emotions differ between boys and girls. Student-student-relationships in the sense of comfortableness among classmates showed beneficial connections with positive emotions for girls and negative links with unpleasant emotions for boys. The results suggest that linkages between different social relationships and various dimensions of school well-being are gender-specific and should be considered in their broad variety both in research and instructional practice.

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“…However, comparing to non-SHCN children, children with special needs were more likely to interact with family members. 33 Besides, parental involvement in reading experiences at an early age could help children gain literacy skills and would build a positive reading environment for young children. 34 Therefore, we imbedded the OHE interventions at home-based settings, and parents were responsible for reading the OHE materials to their children.…”

Section: Shcnmentioning

confidence: 99%

Social story‐based oral health promotion for preschool children with special healthcare needs: A 24‐month randomized controlled trial

Zhou

Wong

McGrath

2020

Comm Dent Oral Epid

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Objectives This study aimed to investigate the efficacy of the social story‐based intervention in promoting the oral health status among preschool children with special healthcare needs. Methods The 24‐month randomized controlled trial recruited 306 children from centres that provided educational training for 2‐ to 6‐year‐old children who had special healthcare needs. The participants received standardized toothbrushing training and oral health education materials. The education materials for children in the test group were validated social stories, while materials for children in the control group were standard leaflets. Those materials were introduced in each training session and used at home by parents. Children's oral health status and oral health‐related behaviours were assessed before and after interventions. Data were analysed via generalized estimating equations, negative binomial regression and binary logistic regression. Results There was no significant difference in caries experience among children in both groups after 24 months. However, children in the test group showed better oral hygiene status and better toothbrushing performance, and they were more likely to visit a dentist (OR = 2.00, 95% CI:1.15,3.49) than their peers in the control group. Caries progression was more likely to be observed among children who had low social skills or whose parents were not working full‐time. Children from high‐income families showed better oral hygiene status than their peers (Estimate = −0.11, 95%CI: −0.20,−0.01). Conclusion Social stories could be used to improve oral health‐related behaviours among young children with SHCN. The efficacy of the intervention might be associated with children's adaptive skills and family socio‐demographic status.

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The quality of experience of students with and without special educational needs in everyday life and when relating to peers

Cited by 5 publications

References 1 publication

The importance of peer relatedness at school for affective well‐being in children: Between‐ and within‐person associations

The importance of peer relatedness at school for affective well‐being in children: Between‐ and within‐person associations

The Gender-Specific Role of Social Relationships for School Well-Being in Primary School

Social story‐based oral health promotion for preschool children with special healthcare needs: A 24‐month randomized controlled trial

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