The Subjective Well-Being of School Children. The First Findings from the Children’s Worlds Study in Poland

Strózik, Dorota; Strózik, Tomasz; Szwarc, Krzysztof

doi:10.1007/s12187-015-9312-8

Cited by 52 publications

(42 citation statements)

References 20 publications

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“…Personal factors such as internal control, self‐efficacy, and family and peer relationships are documented as factors affecting LS in children and adolescents (Park & Huebner, ). Relationships of LS with some demographic, genetic, cultural, and environmental variables are documented in some studies (Park, ; Park & Huebner, ; Strózik, Strózik, & Szwarc, ). Among demographic variables, the association of LS with age, grade level, and gender were not confirmed in several studies (Dew & Huebner, ; Huebner, ; Huebner, Drane, & Valois, ).…”

Section: Introductionmentioning

confidence: 98%

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Determinants of life satisfaction in Iranian children and adolescents: the CASPIAN‐IV study

Kelishadi

Qorbani

Heshmat

et al. 2017

Child Adoles Ment Health

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Background: Life satisfaction (LS) in children and adolescents is important because of its effects on their school performance and the future adulthood life. In this multicentric study, we examined some determinants of LS in the pediatric age group. Method: This multicentric study was a part of the fourth national school-based surveillance program in Iran (2011Iran ( -2012. It was conducted among 14,880 children and adolescents, aged 6-18 years, living in 30 provinces in Iran. We used the questionnaire of the World Health Organization on Global School-based Health Survey (WHO-GSHS), which was translated to Persian and validated in Iranian children and adolescents. LS was defined by a single question: 'Generally, which score between 0 (the worst) to 10 (the best) do you feel well describes your life at the moment?' The score of six and above was considered as satisfied. Multivariate logistic regression analysis was conducted to investigate the determinants of LS. Results: In total, 13,486 students completed the study (response rate 90.6%). Overall, 86.7%, 78.19%, and 71.44 of students were satisfied with their life in elementary, middle, and high schools. Students in middle school (OR 0.83; 95% CI 0.73, 0.96) and high schools (OR 0.63; 95% CI 0.54, 0.72) were less satisfied with their life. Students with moderate (OR 1.36; 95% CI 1.20, 1.54) and good (OR 1.66; 95% CI 1.44, 1.91) socioeconomic status were more satisfied than those with low status. Those who consulted with one (OR 1.56; 95% CI 1.34, 1.81) or both (OR 2.22; 95% CI 1.89, 2.60) of their parents were more satisfied with their life. Students who felt being accepted by their peers were 1.34 (95% CI 1.18, 1.52) times more satisfied with their life. Other associated variables were weekly (OR 1.3; 95% CI 1.12, 1.572) or daily (OR 1.6; 95% CI 01.12, 1.57) fruit consumption, moderate (OR 1.14; 95% CI 1.01, 1.29) and high (OR 1.1; 95% CI 1.02, 1.347) physical activity, good self-rated health (OR 2.11; 95% CI 1.88, 2.37), and daily tooth brushing (OR 1.31; 95% CI 1.18, 1.46). Students with anxiety (OR 0.73; 95% CI 0.65, 0.82) and depression (OR 0.73; 95% CI 0.58, 0.74) were less satisfied with their life. Conclusion: Some demographic and lifestyle factors, including higher socioeconomic status, consultation with parents, healthy dietary, and physical activity habits, were associated with higher LS in children and adolescents. Then, interventions that focus on improving lifestyle factors and parents' support could increase LS among children and adolescents.

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Section: Introductionmentioning

confidence: 98%

“…In another study, children who lived in commercial areas in inner cities reported higher LS (Homel & Burns, ). In a study in Poland, the individual, family, school, friends, and living environment were five important domains of children's well‐being (Strózik et al., ).…”

Section: Introductionmentioning

confidence: 99%

Determinants of life satisfaction in Iranian children and adolescents: the CASPIAN‐IV study

Kelishadi

Qorbani

Heshmat

et al. 2017

Child Adoles Ment Health

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“…", "Yourself?". The scale has demonstrated acceptable internal consistency using Cronbach's alpha (α) across various contexts: In Algeria, the α ranged from .53 (10-years olds) to .66 (12 year olds) (Tiliouine 2015); in Italy (Migliorini et al 2019) α = .64 (8-year olds); in Brazil α = .69 with 9-13 year olds (Schütz et al 2018); in Poland with children aged 8, 10, and 12-year olds, α ranged from 0.64 to 0.76 (Strozik et al 2016); in India α = 0.82 with adolescents (x age= 16.05 years) (Hashim and Areepattamannil 2017); a longitudinal study with adolescents in the USA, found that at Time 1, α = .79 and at Time 2, α = .83 (Ng et al 2017); in Canada with a sample of youth (11-17 years old) with chronic health conditions α = 0.73, and parent report versions α = 0.81 (McDougall et al 2013), and finally cross-country comparative studies demonstrate acceptable reliability coefficients: α = .618 across Spain, South Africa, Algeria, and Israel (Gonzalez-Carrasco et al 2018), and ranging from .69 to .94 across 23 countries (Abubakr et al 2016).…”

Section: Brief Multidimensional Students' Life Satisfaction Scale (Bmmentioning

confidence: 99%

Examining the Relationship Among Bullying, School Climate and Adolescent Well-Being in Chile and South Africa: a Cross Cultural Comparison

et al. 2019

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Bullying at school represents a major challenge in different school cultural contexts. As a result, victims of bullying experience negative consequences that influence their daily life and personal well-being. School climate in particular is important to consider in the prevention of bullying and its consequences. However, few studies have examined the effects of bullying victimization on children's subjective well-being (SWB), using hierarchical analysis, in different cultural contexts. Therefore, the current study examined the role of bullying victimization and school climate on children's SWB in two different contexts, Chile and South Africa. The study forms part of and uses data from the Children's Worlds Study in these contexts. With a combined sample of 1829 children aged 12-years old, the data were analyzed using hierarchical linear modeling and structural equation modeling. The key findings indicate that bullying victimization was a significant predictor of children's SWB at the individual and school level (school climate) in Chile and South Africa. Further, a crosslevel interaction effect of school climate on the relationship between bullying victimization and SWB was found in Chile only. Mediational analysis demonstrated a good fit of the data for both countries, and indicated that bullying victimization had a direct effect on SWB, and an indirect effect through school climate. These results contribute to a better understanding of the role of school climate for bullying behavior, especially for victims. Schools represent an important institution, beyond the cultural context, that can help foster children's social development by promoting a positive school climate.

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“…A survey of subjective well-being of children in Poland was conducted based on a representative sample of pupils aged 8, 10 and 12 as a part of the International Survey of Children's Well-Being (Strózik, Strózik & Szwarc, 2016). The degree of satisfaction with life demonstrated by children turned out to be high.…”

Section: Well-being Of Polish Adolescentsmentioning

confidence: 99%

The Subjective Mental Well-Being of School-Age Children – Educational and Prophylactic Challenges

Zadworna-Cieślak¹,

Kossakowska²

2018

PBE

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The World Health Organization (WHO) regards the concept of health as individual psychosocial well-being based not only on physical, but psychological, social and environmental factors. Due to the long time spend at school, that context exerts a strong influence on the well-being of children and adolescents and plays an important role in their physical and mental health. Good mental condition in childhood and adolescence is a prerequisite for optimal development, effective learning, the formation of satisfying interpersonal relationships, and for maintaining physical and mental health in adult life. The aim of this paper is to describe the concept of socio-psychological well-being at school and major factors that influence it. Research about well-being of Polish adolescents will also be reviewed. Some preventive and educational implications will be drawn. Childhood and adolescence are crucial periods for the promotion of mental health and the prevention of mental disorders. The article is based on the assumption that the school environment is one of the key elements affecting the subjective psychological well-being of pupils. The school context is also necessary for taking appropriate preventive action and support school-age children in developing appropriate competences.

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The Subjective Well-Being of School Children. The First Findings from the Children’s Worlds Study in Poland

Cited by 52 publications

References 20 publications

Determinants of life satisfaction in Iranian children and adolescents: the CASPIAN‐IV study

Determinants of life satisfaction in Iranian children and adolescents: the CASPIAN‐IV study

Examining the Relationship Among Bullying, School Climate and Adolescent Well-Being in Chile and South Africa: a Cross Cultural Comparison

The Subjective Mental Well-Being of School-Age Children – Educational and Prophylactic Challenges

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