Subjective Well-Being and Student Development

2020 ◽  
Author(s):  
Weiqiao Fan
Keyword(s):  
Academic Achievement ◽  
Student Development ◽  
School Engagement ◽  
Life Quality ◽  
Well Being ◽  
Individual Development ◽  
Outcome Variable ◽  
Subjective Well Being ◽  
Academic Knowledge ◽  
Young Students

Subjective well-being (SWB) emphasizes individuals’ emotional evaluation and cognitive appraisal of life quality, taking life satisfaction (LS) (both general and specific), positive affect (PA), and negative affect (NA) into consideration. Traditionally, SWB research has been conducted on adults; that on adolescents and young students has been limited. Moreover, SWB has generally been explored as an outcome variable related to people’s learning, work, relationships, and health. However, SWB should be considered a dynamic and agentic system that may promote an individual’s self-development as well as social development. Among student populations, SWB has been proven to affect academic achievement, health, and developmental variables such as personality, life quality, school engagement, and career development. Schools and higher educational environments are not only places in which young people acquire academic knowledge and capacities; they are also places in which students connect with others, develop their personalities, experience all facets of society, and construct their life meaning, sense of self-esteem, and career identity. Furthermore, from a developmental and constructive perspective, some empirical evidence supported the idea that SWB may be a pivotal variable affecting student development. Nevertheless, whether SWB can benefit development among young students is controversial, as is whether SWB is a predictor of individual development or a developmental outcome. Therefore, in examining the research beyond the relationship between SWB and health or academic achievement, studies on the contribution of SWB to student development must be reviewed.

The Impact of Mental Factor as an Indicator of the Population State of Health

2017 ◽  
Vol 41 (S1) ◽  
pp. S89-S90
Author(s):  
A. Vasileva ◽  
N. Neznanov
Keyword(s):  
Common Knowledge ◽  
Life Quality ◽  
Interdisciplinary Approach ◽  
Well Being ◽  
Modern Medicine ◽  
Mental Illnesses ◽  
The Other ◽  
Subjective Well Being ◽  
State Of Health ◽  
The Impact

In the framework of biopsychosocial model of health and pathology that is nowadays widely recognized in the different fields of modern medicine the mind, building the core of personality and the brain as the central regulatory organ play an essential role in the interdisciplinary approach to somatic illnesses. It is a common knowledge that comorbid anxiety and depression disorders can influence the course of various somatic illnesses and worsen their prognosis. We also have evidence-based studies that depression for example is an independent risk factor of heart infarct onset. On the other hand, we observe the somatization of clinical picture of mental disorders, the increase of atypical forms manifesting through pain or other somatic syndromes that leads to the increase of mental illnesses in the primary care. The research of common pathways of mental and somatic pathology should be the subject of further interdisciplinary research programs. The other issue is the patient's compliance that plays in important role in the success of every kind of treatment. Personality traits and status of mental health can influence ones attitude to illness as well as motivation to therapy. We cannot assess the population state of health without taking into consideration the evaluation of mental status as well as such definitions like subjective well being, life quality and stigmatization.Disclosure of interestThe authors have not supplied their declaration of competing interest.

scholarly journals Contextual and psychological variables in a descriptive model of subjective well-being and school engagement

2016 ◽  
Vol 16 (2) ◽  
pp. 166-174 ◽  
Author(s):  
Arantzazu Rodríguez-Fernández ◽  
Estibaliz Ramos-Díaz ◽  
Arantza Fernández-Zabala ◽  
Eider Goñi ◽  
Igor Esnaola ◽  
...  
Keyword(s):  
School Engagement ◽  
Well Being ◽  
Subjective Well Being ◽  
Descriptive Model ◽  
Psychological Variables

School engagement trajectories of immigrant youth

2014 ◽  
Vol 39 (1) ◽  
pp. 32-42 ◽  
Author(s):  
Frosso Motti-Stefanidi ◽  
Ann Masten ◽  
Jens B. Asendorpf
Keyword(s):  
Academic Achievement ◽  
School Engagement ◽  
Immigrant Students ◽  
Immigrant Youth ◽  
Academic Failure ◽  
Well Being ◽  
Teacher Judgments ◽  
Achievement Data ◽  
Status Effect ◽  
Social Adversity

We examined behavioral school engagement trajectories of immigrant and non-immigrant early adolescents in relation to their academic achievement. Data were based on teacher judgments and school records. Students from immigrant families living in Greece and their non-immigrant classmates ( N = 1057) were assessed over the three years of middle school (ages 13 to 15). Academic achievement influenced later school engagement more strongly than vice versa for both immigrant and non-immigrant students. Low achievement, being an immigrant student and social adversity were found to be risk factors for the initial level of behavioral engagement. An overall increase in students’ absenteeism over the course of the study was stronger for immigrant students. The immigrant status effect was due to immigrant students’ lower achievement. The results suggest that immigrant youth may disengage from school to protect themselves from academic failure. This would also be a plausible explanation for earlier findings that immigrant and non-immigrant students do not differ in psychological well-being, even though immigrant students have significantly lower academic achievement. Implications for interventions to promote academic achievement and to prevent disengagement in immigrant students are discussed.

scholarly journals Mothers’ Subjective Well-Being after Having a Second Child in Current China: A Case Study of Xi’an City

2019 ◽  
Vol 16 (20) ◽  
pp. 3823 ◽  
Author(s):  
Jianghua Liu ◽  
Zhongliang Zhou
Keyword(s):  
Life Satisfaction ◽  
Life Quality ◽  
Family Intervention ◽  
Well Being ◽  
Shaanxi Province ◽  
Subjective Well Being ◽  
Work Family Conflict ◽  
Second Child ◽  
Western Countries ◽  
Work Family

The introduction of the two-child family planning policy in China calls for a study of the response of mothers’ subjective well-being after the birth of a second child. Generally focusing on Western countries, previous studies suggested that a series of factors could influence the response, but insufficient attention has been paid to the relative importance of these factors so far. Based on survey data from mothers of two children in the Xi’an metropolitan area, Shaanxi Province, China, our study indicates that the important factors associated with mothers’ life satisfaction after having a second child were, in general, common to Western countries and China. There were also two factors somewhat unique to China: positive adjustment (i.e., becoming happier) by firstborn children (average age, 6 years old) following a sibling’s birth, predicted enhanced life satisfaction for mothers; additionally, mothers who had both a son and a daughter reported the highest increase in life satisfaction, while mothers who had two sons reported the lowest increase. Socioenvironmental constraints (i.e., parenting pressure and work–family conflict) had a larger association with mothers’ life satisfaction than individual ideational factors (e.g., family orientation and fertility desire). These findings suggest that fertility-friendly policies and convenient family intervention institutions are needed to alleviate potential undesirable consequences and improve maternal life quality following a second childbirth so that the two-child policy can be a success.

A Bifactor Model of School Engagement

2016 ◽  
Vol 40 (5) ◽  
pp. 471-480 ◽  
Author(s):  
Kristjan K. Stefansson ◽  
Steinunn Gestsdottir ◽  
G. John Geldhof ◽  
Sigurgrimur Skulason ◽  
Richard M. Lerner
Keyword(s):  
Academic Achievement ◽  
School Engagement ◽  
Predictive Power ◽  
Factor Models ◽  
Bifactor Model ◽  
Outcome Variable ◽  
Behavioral Engagement ◽  
General Factor ◽  
Multidimensional Models ◽  
Three Factor

School engagement involves cognitive, emotional, and behavioral components that overlap conceptually. This conceptual ambiguity has led to measures that have either consisted of one general factor or separate correlated factors. However, neither approach can sufficiently account for both the uniqueness and the overlap of the subcomponents. The bifactor model has been recommended to determine the degree to which a measure is unidimensional versus multidimensional. In this study, we examined the validity of a multidimensional measure of school engagement in adolescence, the Behavioral-Emotional-Cognitive School Engagement Scale (BEC-SES; Li & Lerner, 2013), by comparing the model fit and predictive power of the widely-used one- and three-factor models with a bifactor model. Using data from 561 youth in Iceland (46% girls, Mage at Wave 1 = 14.3 years, SD = 0.3), only the multidimensional models (i.e., the three-factor and bifactor models) gave a good fit to the data. We then assessed the predictive power of the multidimensional models for academic achievement. The addition of academic achievement as an outcome variable to the bifactor model revealed that general school engagement, as well as specific behavioral engagement, predicted achievement. These findings are distinct from previous results using three-factor models, which indicated that behavioral engagement alone predicted later achievement. The results of the current study support the use of a bifactor model when using measures of school engagement.

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