The Role of School Context on Subjective Well-Being and Social Well-Being in Adolescence

Pilkauskaitė-Valickienė, Rasa; Gabrialavičiūtė, Ingrida

doi:10.1016/j.sbspro.2015.04.701

Cited by 12 publications

(5 citation statements)

References 10 publications

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“…In addition, teacher support is relevant for life satisfaction in Portugal and for health-related quality of life in both countries, whereas friend support is relevant for life satisfaction in Spain and for health-related quality of life in both countries. Previous studies have found contradictory results regarding support from teachers and friends, with some studies finding that friend support (Leme et al, 2015; Rodríguez-Fernández et al, 2012; Williams & Anthony, 2015) and teacher support (García-Moya et al, 2015; Pilkauskaite-Valickiene & Gabrialaviciute, 2015; Suldo et al, 2009) are positively associated with well-being, whereas others have not shown this association neither with friend support (Gutiérrez & Gonçalves, 2013) nor with teacher support (Leme et al, 2015; Tummala-Narra & Sathasivam-Rueckert, 2013). These results could explain that teacher and friend support are more relevant in Spain or Portugal depending on the well-being variable.…”

Section: Discussionmentioning

confidence: 99%

“…Possibly for similar reasons, in a study by Leme et al (2015), teacher support did not influence adolescents’ subjective well-being. However, other studies have found that teacher support is positively associated with subjective well-being (García-Moya, Brooks, Morgan, & Moreno, 2015; Suldo et al, 2009) and low teacher support, among others school-related aspects, implies low subjective and social well-being (Pilkauskaite-Valickiene & Gabrialaviciute, 2015).…”

Section: School Support Adolescent Substance Use and Well-beingmentioning

confidence: 96%

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Social Support from Developmental Contexts and Adolescent Substance Use and Well-Being: A Comparative Study of Spain and Portugal

et al. 2017

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The aim of this study was to analyse the contribution of social support from family, friend and school (teacher and classmate) contexts in substance use (tobacco and alcohol use) and well-being (life satisfaction and health-related quality of life). Participants were 5,784 Portuguese and 22,610 Spanish adolescents aged 11 to 16 years, from the 2014 edition of the Health Behavior in School-aged Children (HBSC) study in Portugal and Spain. Results showed that for a higher life satisfaction, family (p < .001, partial η2 = .032), teacher (p < .001, partial η2 = .018) and classmate (p < .001, partial η2 = .031) support were important in Portugal, and family (p < .001, partial η2 = .056) and friend (p < .001, partial η2 = .015) support in Spain. Similarly, for a better health-related quality of life, all the social support variables were relevant in Portugal (family: p < .001, partial η2 = .063; teacher: p < .001, partial η2 = .032; classmate: p < .001, partial η2 = .054; friend: p < .001, partial η2 = .034) and in Spain (family: p < .001, partial η2 = .054; teacher: p < .001, partial η2 = .014; classmate: p < .001, partial η2 = .018; friend: p < .001, partial η2 = .040). In contrast, only family support (p < .001, partial η2 = .014) was relevant in Portugal for tobacco use. Therefore, social support was more relevant for adolescent well-being than for adolescent substance use, and the most relevant source of support was family support, in both Spain and Portugal.

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Section: Discussionmentioning

confidence: 99%

Section: School Support Adolescent Substance Use and Well-beingmentioning

confidence: 96%

Social Support from Developmental Contexts and Adolescent Substance Use and Well-Being: A Comparative Study of Spain and Portugal

et al. 2017

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“…While the interest in SWB and its components has increased in recent years, the school context correlates of this social form of well‐being have been studied less extensively (Pilkauskaite‐Valickienea & Gabrialaviciute, ). Both studies based on sociocognitive perspective and on community psychology have analyzed the school context, but they did not show an integrated framework of the antecedents of well‐being, although they have used similar constructs.…”

Section: Aims and Hypothesesmentioning

confidence: 99%

“…While the interest in SWB and its components has increased in recent years, the school context correlates of this social form of well-being have been studied less extensively (Pilkauskaite-Valickienea & Gabrialaviciute, 2015).…”

Section: Aims and Hypothesesmentioning

confidence: 99%

Classroom relationships, sense of community, perceptions of justice, and collective efficacy for students’ social well‐being

Capone

Donizzetti

Petrillo

2017

Journal Community Psychology

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A review of literature suggests a lack of studies analyzing the correlates of school context to social well‐being (SWB). By integrating the perspective of community psychology and social cognition, this study uses structural equation model to examine the effect of classroom climate, classroom sense of community, collective efficacy, and justice beliefs on students SWB. The study involves 390 high school students (58.6% females) between the ages of 13 and 20 years. The results show that classroom relationships as indicator of classroom climate and sense of community are associated with collective efficacy. Furthermore, collective efficacy, sense of community, and relational and procedural justice correlate with SWB. We discuss the implications of this finding for the positive development of adolescents and school‐based intervention programs.

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“…This is part of what is understood as the "mental health continuum" (MHCC, 2017;MacKean, 2011). More recently, organisations such as the World Health Organization (2019), the Mental Health Commission of Canada ( 2012), and the Public Health Agency of Canada ( 2018) have used the definition of 'mental health' as "a state of well-being where people realize their own abilities, can cope with normal stresses of life, work productively, and make a contribution to their communities" (Hymel et al, 2017;Pilkauskaite-Valickiene & Gabralavicuite, 2015;Short, 2016;WHO, 2010, p.1). In light of the COVID-19 pandemic, emerging research in mental health resiliency and coping primarily uses this definition of mental health as a guide to looking at protective and promotive factors of mental health and well-being (Halliday et al, 2021;Russell et al, 2021;Sugawara et al, 2021).…”

Section: Young People's Mental Health and Well-beingmentioning

confidence: 99%

Rural Young People’s Experiences Through the COVID-19 Pandemic: Struggles, Support and a Way Forward for Young People’s Mental Health and Well-being

West¹

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The novel coronavirus pandemic in Canada has increased attention and concern paid to young people's well-being and mental health. Narratives of isolation, exacerbated inequalities, and potential unequal recovery for young people, in particular, have been presented as a result of school closures across the country. Through these narratives, young people are framed as vulnerable, passive recipients of adult decisions and interpretations of their experiences. This research examines these narratives by conducting ethnographic fieldwork with a group of young people living in a rural Ontario town through the pandemic. This thesis presents and analyzes these young people's experiences of the pandemic related to mental health and well-being to reveal the missing nuances of adult narratives and to propose suggestions for future inclusive, accessible, rights-respecting programs for young people's mental health and well-being post-pandemic based on young people's accounts.

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The Role of School Context on Subjective Well-Being and Social Well-Being in Adolescence

Cited by 12 publications

References 10 publications

Social Support from Developmental Contexts and Adolescent Substance Use and Well-Being: A Comparative Study of Spain and Portugal

Social Support from Developmental Contexts and Adolescent Substance Use and Well-Being: A Comparative Study of Spain and Portugal

Classroom relationships, sense of community, perceptions of justice, and collective efficacy for students’ social well‐being

Rural Young People’s Experiences Through the COVID-19 Pandemic: Struggles, Support and a Way Forward for Young People’s Mental Health and Well-being

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