Moderating Roles of Perceived School Climate in the Relations between Social Withdrawal Subtypes and Subjective Well-being Among Early Adolescents

2021 ◽  
Vol 39 (3) ◽  
pp. 1-26
Author(s):  
Suhyeon Kang ◽  
Donghyung Lee
Keyword(s):  
School Climate ◽  
Social Withdrawal ◽  
Early Adolescents ◽  
Well Being ◽  
Subjective Well Being

Adolescents’ perceptions of school climate: Exploring its protective role in times of economic recession

2018 ◽  
Vol 39 (6) ◽  
pp. 606-624 ◽  
Author(s):  
Chryse Hatzichristou ◽  
Vasiliki Stasinou ◽  
Aikaterini Lampropoulou ◽  
Panayiotis Lianos
Keyword(s):  
High School Students ◽  
School Climate ◽  
Junior High School ◽  
Protective Factor ◽  
Junior High ◽  
Economic Recession ◽  
Well Being ◽  
Protective Role ◽  
Subjective Well Being ◽  
School Students

The aim of the study is to explore the way Greek junior high school students perceive school climate as a protective factor against the adversities due to the ongoing economic recession. The randomly selected sample consisted of 746 students from junior high schools (Gymnasia) in the broader area of Athens. The California School Climate Survey (2009), the Questionnaire of Subjective Well-Being/Youth Form (Grob et al., 1991) and the Economic Crisis Difficulties Questionnaire ( LSP, 2011 ) were used for data collection. The findings indicated the existence of statistically significant relations between the effects of economic recession, subjective well-being and school climate. School climate moderated the interaction between economic recession and students’ subjective well-being. Results provide a better understanding of adolescents’ needs during unsettling times contributing to the development of effective evidence-based intervention programs in school communities.

Subjective Well-being, Bullying, and School Climate Among Chilean Adolescents Over Time

2021 ◽  
Author(s):  
Jorge J. Varela ◽  
Paulina A. Sánchez ◽  
Constanza González ◽  
Xavier Oriol ◽  
Pilar Valenzuela ◽  
...  
Keyword(s):  
School Climate ◽  
Well Being ◽  
Subjective Well Being ◽  
Over Time

Exploring the Influence School Climate on the Relationship between School Violence and Adolescent Subjective Well-Being

2019 ◽  
Vol 12 (6) ◽  
pp. 2095-2110 ◽  
Author(s):  
Jorge J. Varela ◽  
David Sirlopú ◽  
Roberto Melipillán ◽  
Dorothy Espelage ◽  
Jennifer Green ◽  
...  
Keyword(s):  
School Climate ◽  
School Violence ◽  
Well Being ◽  
Subjective Well Being ◽  
The Relationship

Student Happiness, School Climate, and School Improvement Plans

2017 ◽  
Vol 21 (1) ◽  
pp. 2156759X1876189 ◽  
Author(s):  
Richard E. Cleveland ◽  
Christopher A. Sink
Keyword(s):  
School Climate ◽  
School Improvement ◽  
Student Perceptions ◽  
School Counselors ◽  
Well Being ◽  
Reciprocal Relationship ◽  
Subjective Well Being ◽  
School Improvement Planning ◽  
Climate Assessment ◽  
Program Accountability

To align with a more holistic perspective of wellness, the authors advocate for the inclusion of student subjective well-being (SWB) or happiness ratings as part of school climate assessment within school improvement plans (SIPs). Relevant theory and research demonstrate the reciprocal relationship between student perceptions of school climate and their overall SWB. Within the context of school improvement planning/assessment and counselor program accountability, the authors provide recommendations for school counselors’ evidence-based practice.

scholarly journals The personal belief in a just world and domain-specific beliefs about justice at school and in the family: A longitudinal study with adolescents

2006 ◽  
Vol 30 (3) ◽  
pp. 200-207 ◽  
Author(s):  
Claudia Dalbert ◽  
Joachim Stoeber
Keyword(s):  
Depressive Symptoms ◽  
School Climate ◽  
Well Being ◽  
Subjective Well Being ◽  
Just World ◽  
Family Climate ◽  
Domain Specific ◽  
Personal Belief ◽  
The Family ◽  
And Gender

This article investigates the relationship between the personal belief in a just world (BJW) and domain-specific beliefs about justice and examines how justice cognitions impact on adolescents' development, particularly on their achievement at school and their subjective well-being. A longitudinal questionnaire study with German adolescents aged 14–19 years was conducted over a period of five to eight months. The pattern of results revealed that evaluations of the school climate and of the family climate as being just were two distinct phenomena, both of which impacted on the personal BJW, which in turn affected the domain-specific beliefs about justice. However, the domain-specific beliefs about justice did not impact on each other directly. Moreover, an evaluation of the family climate (but not of the school climate) as being just reduced depressive symptoms, whereas depressive symptoms did not weaken the evaluation of one's family as being just. The evaluation of the school climate as being just improved the grades received in the next school report, whereas the grades received did not affect the justice evaluation of the school climate. Finally, all relationships persisted when controlling for age and gender. In sum, the pattern of findings supports the notion that justice cognitions impact on development during adolescence.

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