The effects of family socio-economic status, parental rearing attitude toward exercise, and exercise participation on subjective well-being among elementary school teachers

2017 ◽  
Vol 27 (1-3) ◽  
pp. 81-89
Author(s):  
Chia-Ming Chang ◽  
Li-Wei Liu ◽  
Hsiu-Chin Huang ◽  
Mei-Siu Wang
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Economic Status ◽  
Well Being ◽  
Subjective Well Being ◽  
School Teachers ◽  
Exercise Participation ◽  
Socio Economic Status ◽  
Parental Rearing

Bias in Attributions of Positive and Negative Behavior in Children by School Psychologists, Parents, and Teachers

1980 ◽  
Vol 50 (3_suppl) ◽  
pp. 1283-1290 ◽  
Author(s):  
Gwendolyn Stevens
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
School Psychologists ◽  
Economic Status ◽  
Ethnic Identification ◽  
Negative Behavior ◽  
School Teachers ◽  
Socio Economic Status

24 parents, 24 school psychologists, and 27 elementary school teachers viewed films of three different children and rated them using a 20-item, 9-point Likert-type instrument. The hypothesis that perceived socio-economic status and ethnic identification would differentially affect the three rater groups' attributions of positive and negative behavior was tested and supported. Results indicated that the three groups of raters were markedly different in their ratings of these children and that the children were rated more positively or negatively as a function of their socio-economic status and ethnic identification rather than as a function of their observable behavior.

scholarly journals PENGARUH WORKPLACE WELL-BEING TERHADAP KINERJA GURU SD

2017 ◽  
Vol 6 (1) ◽  
pp. 18-23
Author(s):  
HERWANTO HERWANTO
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Work Performance ◽  
Teacher Perception ◽  
Teacher Performance ◽  
Sampling Technique ◽  
Data Retrieval ◽  
Well Being ◽  
School Teachers ◽  
Teacher Work

Teacher performance is teacher perception on teacher work performance related to work quality, responsibility, honesty, cooperation and initiative. This study was conducted to obtain empirical evidence of the effect of good work on the performance of elementary school teachers in central Jakarta. This research uses quantitative approach. A sample of 79 certified teachers teaching elementary school in central Jakarta using multiphase sampling technique. How to use data by using questionnaire media for data retrieval. Respondents of this study are teachers of primary school certified in central Jakarta. The variable used is workplace well-being as independent variable, teacher performance as dependent variable. To determine the effect of workplace well-being, based on multiple regression analysis at 33.1% significant level it can be concluded whether the workplace well-being is significant enough to the performance of elementary school teachers.

scholarly journals Well-being and associated factors among elementary school teachers in southern Brazil

Revista CEFAC ◽  
2017 ◽  
Vol 19 (6) ◽  
pp. 812-820
Author(s):  
Mariane Lopez Molina ◽  
Amanda Rodrigues Fialho ◽  
Paulinia Leal do Amaral ◽  
Suelen de Lima Bach ◽  
Luise Marques da Rocha ◽  
...  
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Rural Areas ◽  
Well Being ◽  
Total Sample ◽  
Vocal Behavior ◽  
School Teachers ◽  
Cross Sectional ◽  
Work Related ◽  
Behavior Profile

ABSTRACT Purpose: to verify the prevalence of well-being and its association with sociodemographic features, health and work-related conditions, and vocal behavior in elementary school teachers in the city of Pelotas, RS. Methods: a cross-sectional observational study with 575 teachers from urban and rural areas. The participants answered a structured questionnaire that included items on sociodemographic, health and work-related conditions. The Faces Scale (Andrews) was used to evaluate their psychological well-being. The Vocal Behavior Profile verified occurrences of abuse and vocal misuse. Poisson regression was used for the multivariate analysis. Results: of the total sample, 79.5% of teachers experienced well-being. It was observed that vocal behavior profile was significantly associated with well-being, and the number of students in the classroom showed a trend towards significance. Conclusion: most teachers had a satisfactory well-being perception. Moreover, a lower well-being perception in the teaching population was mainly related to abusive vocal behavior and, less clearly, to the high number of students per classroom.

Does an association exist between socio-economic status and subjective physical, mental and social well-being among early adolescents?

2019 ◽  
Vol 0 (0) ◽  
Author(s):  
Katrin Steinvoord ◽  
Astrid Junge
Keyword(s):  
Economic Status ◽  
Strong Relationship ◽  
Well Being ◽  
Subjective Well Being ◽  
Cross Sectional ◽  
Adolescent Students ◽  
Socio Economic Status ◽  
Individual School ◽  
Early Primary ◽  
Relationship Of

Abstract Background It is well known that the socio-economic status (SES) has a great impact on adult and childhood well-being. Comparatively little research has been conducted on the relationship of adolescents’ subjective well-being to SES. Recent studies though, display a tendency for a strong relationship between adolescences’ subjective physical, mental and social well-being to SES. We therefore wanted to find out whether an association exists between SES and subjective physical, mental and social well-being among adolescents as well as between SES and individual school marks. Methods The cross-sectional data of 450 German adolescent students (average age 11 years old) were analysed. The data included socio-demographic variables, school marks and selected subscales of three well-established questionnaires [KIDSCREEN, Kid-Kindl® and the German version of the Strengths and Difficulties Questionnaire (SDQ-deu)]. The Hamburg Social School Index (HSSI) was used as an indicator of SES. Results Significant differences between SES and physical (T = −2.04; p < 0.05) as well as social well-being (‘Social Support and Peers’ with T = −2.04; p < 0.05) of adolescents were found. Generally, no relations between SES and mental well-being were found. School marks also differed between low and high school SES [German (T = 3.13; p < 0.05), English (T = 5.38; p < 0.01), Mathematics (T = 3.16; p < 0.05) and Sports (T = 2.10; p < 0.05)]. Conclusion As health in adolescence is a predictor for health in adulthood, health promotion and prevention need to start early (primary school) to improve physical and social well-being in low SES families and schools.

Lacking socio‐economic status reduces subjective well‐being through perceptions of meta‐dehumanization

2020 ◽  
Author(s):  
Mario Sainz ◽  
Rocío Martínez ◽  
Miguel Moya ◽  
Rosa Rodríguez‐Bailón ◽  
Jeroen Vaes
Keyword(s):  
Economic Status ◽  
Well Being ◽  
Subjective Well Being ◽  
Socio Economic Status

scholarly journals Examining the Moderator Role of Gender in the Association Between Self-Reflection and Spirituality

2020 ◽  
Vol 5 (3) ◽  
pp. 301-312
Author(s):  
Hennira Rohyatin ◽  
Merlyn Ika R.P. ◽  
Latipun Latipun ◽  
Iswinarti Iswinarti
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Well Being ◽  
Total Sample ◽  
Measuring Instruments ◽  
School Teachers ◽  
Self Reflection ◽  
Correlational Design ◽  
And Gender ◽  
Moderator Role

Spirituality and religiosity are increasingly becoming a necessity for each individual in supporting the quality and well-being of life. Student involvement in self-reflection affects their spirituality / religiosity. This study aims to determine the relationship between self-reflection and spirituality/religiousness (S/R), which is moderated by gender. This research uses a quantitative approach with a correlational design. The study sample consisted of 124 students with a mean age of 19.4 years. The total sample was obtained from 98 women and 26 men. Sample selected from students majoring in Elementary School Teachers (PGSD) in various semesters with a purposive sampling method. Measuring instruments used are the Ironson-Wood Spirituality/religiousness Index (IWSRI) and The Self-Reflection and Insight Scale (SRIS). Data analysis using Process Macros. The results showed that there was a significant effect of self-reflection on spirituality/religiousness (B=0.669; p=0.000) and gender could not moderate the effect of self-reflection on spirituality/religiousness on students of Elementary School Teachers (PGSD) (B=-0.317; p=0.369). Based on research conducted, it can be concluded that self-reflection significantly influences spirituality/religiousness, and gender is not able to strengthen or weaken the effect of self-reflection on spirituality/religiousness; thus, gender cannot become a moderator between self-reflection and spirituality/religiousness.

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