Understanding, Evidencing, and Promoting Adolescent Well-Being

Matthews, Nic; Kilgour, Lindsey; Christian, Polly; Mori, Kate; Hill, Denise M.

doi:10.1177/0044118x13513590

Cited by 27 publications

(22 citation statements)

References 41 publications

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“…,Kocayörük and Telef (2015),Lee (2016),Matthews et al (2015),Robertson (2013),and Stiglbauer et al (2013). The first part of the survey covered information regarding school location, school type, grade level, nationality, and gender.…”

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confidence: 99%

The effects of home and school on children’s happiness: a structural equation model

Badri

Nuaimi

Yang

et al. 2018

ICEP

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Happiness is often used as a term of subjective well-being in psychology (Lyubomirsky et al. 2005a; Sagiv et al. 2004; Sheldon and Lyubomirsky 2004). If thought of in another way, happiness is an emotion combined with other positive emotions, resulting in subjective well-being when the positive emotions of a person are much more than his negative emotions, and his life satisfaction is high (Diener 2000). It is widely believed that happiness has an important and essential role in the well-being and motivation of school children (Datu et al. 2017; Frey and Stutzer 2002; Moos et al. 2005; Oreopoulos 2007; Soleimani and Tebyanian 2011). School children often face multiple challenges that may lead to negative effects and problem behaviors (Weissberg et al. 2003). The lack of happiness and joyfulness has a significant influence on students' personality growth and might affect their intelligence, thinking skills, creativity, and educational achievements (Al-Yasin 2001). Data regarding the happiness of school children should be analyzed and effectively used to meet the challenges. The lack of happiness in schools is a major problem of many education systems, which is rarely considered in a careful manner (Guilherme and de Freitas 2017; Salavera et al. 2017). Attention to happiness should be stressed as early in childhood as possible but definitely no later than adolescence, given the importance of the cognitive, emotional,

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confidence: 99%

The effects of home and school on children’s happiness: a structural equation model

Badri

Nuaimi

Yang

et al. 2018

ICEP

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“…Similar creative means of eliciting meaning have been used in previous wellbeing studies (Kostenius & Öhrling, 2006;Matthews et al, 2015). As a result of a pilot, the original drawing and collage plan was adapted into making a banner for the next cohort, advising them How to enjoy (and survive) the last year of primary school [in Slovak:…”

Section: Methodsmentioning

confidence: 99%

Young people’s perceptions of wellbeing: The importance of peer relationships in Slovak schools

Blaskova

McLellan

2017

International Journal of School & Educational Psychology

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This article explores the wellbeing experiences of 15-year-old students in Slovakia, who have repeatedly scored among the lowest ranks in the international reports on wellbeing, (PISA 2003, PISA 2012, HBSC 2009/2010). In a qualitative enquiry, students from one urban and one rural school in Slovakia were invited to participate. Semi-structured interviews (n = 8) and two focus groups (n = 12) were conducted in total. The focus groups engaged in a creative activity and prepared a banner for the next year cohort. The analytical approach of Moustakas' transcendental phenomenology revealed that students consider peer relationships as crucial to their wellbeing experiences in school. They would welcome having more guidance in developing their communication and interpersonal skills as part of the official curricula. As Slovak education places considerate emphasis on academic learning and performance, the findings imply that giving students a more active voice promotes meeting their educational and developmental needs.

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“…Parents talked about their children's worries about the 'bedroom tax', for example, about the potential need to move neighbourhoods or schools. Prior research has suggested that anxiety about the future is associated with lower levels of well-being in adolescents (Matthews et al, 2014).…”

Section: Impacts On Childrenmentioning

confidence: 97%

Education, Welfare Reform and Psychological Well-Being: A Critical Psychology Perspective

Winter

Burman

Hanley

et al. 2016

British Journal of Educational Studies

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There are established links between education and well-being, and between poverty and education. This article draws on interviews with parents of school-aged children impacted by a policy in the UK commonly referred to as the 'bedroom tax'. A critical psychology perspective to education is put forward, acknowledging the complex interrelationships between psychological well-being, sociopolitical factors and education.

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Understanding, Evidencing, and Promoting Adolescent Well-Being

Cited by 27 publications

References 41 publications

The effects of home and school on children’s happiness: a structural equation model

The effects of home and school on children’s happiness: a structural equation model

Young people’s perceptions of wellbeing: The importance of peer relationships in Slovak schools

Education, Welfare Reform and Psychological Well-Being: A Critical Psychology Perspective

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