scholarly journals SCHOOL FACTORS AFFECTING ESTONIAN STUDENTS’ SUBJECTIVE WELL-BEING AT THE BASIC SCHOOL

2017 ◽  
Vol 75 (6) ◽  
pp. 599-611
Author(s):  
Marika Ratnik ◽  
Eha Rüütel
Keyword(s):  
Academic Performance ◽  
Learning Environment ◽  
School Environment ◽  
Age Groups ◽  
Well Being ◽  
Perceived Learning ◽  
Subjective Well Being ◽  
School Factors ◽  
Factors Affecting ◽  
Basic School

This research focuses on the personal well-being of basic school students and on the school environment factors affecting it. The authors were also interested to know whether there are any differences between two age groups (6th grade and 9th grade) in the perception of the school environment and school relations. The research included 934 students (426 boys and 508 girls) aged 12 to 17 years. The well-being was measured by the WHO-5 Well-Being Index; school factors included perceived school relationships, perceived learning environment and academic performance. The indicators differentiating between the groups with low and high well-being were: obtaining help from the school, the pleasantness of lessons, relationships with teachers, and relationships with schoolmates. In both age groups, higher well-being was predicted by relationships with teachers and schoolmates, obtaining help from the school, and parents’ relationships with the school. The results indicated that students establish relationships supporting their well-being not only in their class. It is rather the wider communication culture in the school that supports the students’ well-being. The results also indicate the wider effect of school relationships in that the factor of obtaining help from the school (the school`s pro-social organization) is more significant for the students’ well-being that the pro-social behaviour of the classmates. Keywords: adolescence academic performance, perceived school relationships, perceived learning environment, subjective well-being.

scholarly journals Generational Portrait of Spanish Society in the Face of Climate Change. A Question to Consider for the Green Economy under the Well-Being Approach

Energies ◽  
2021 ◽  
Vol 14 (4) ◽  
pp. 807
Author(s):  
María-José Foncubierta-Rodríguez ◽  
Rafael Ravina-Ripoll ◽  
José Antonio López-Sánchez
Keyword(s):  
Climate Change ◽  
Age Groups ◽  
Well Being ◽  
Human Action ◽  
European Social Survey ◽  
Green Economy ◽  
Subjective Well Being ◽  
Spanish Society ◽  
The Face ◽  
Two Phases

Climate change is emerging as an issue of progressive attention, and therefore awareness, in societies. In this work, the problem is addressed from a generational perspective in Spanish society and is carried out from the approaches of awareness, human action, and self-responsibility. All this from the search of the subjective well-being and the citizens’ happiness, as one of the bases of sustainable development initiatives. With data from the European Social Survey R8, from EUROSTAT, we work in two phases: (1) descriptive and inferential on possible associations of the items with the variable Age, and (2) calculation of probabilities between groups through logistic regression. The results confirm a general awareness, but with apparent statistical differences between age groups. In general, the youngest are the most aware, blame human activity most intensely, are the most concerned, and are the most willing to act. And it is the older people who are less aware of all these issues. Based on this finding, and from the approach mentioned above, it is recommended that leaders, both in the macroeconomic and microeconomic sectors, develop initiatives that sensitize and encourage older age groups.

scholarly journals Subjective Well-Being and Its Relation to Academic Performance among Students in Medicine, Dentistry, and Other Health Professions

2020 ◽  
Vol 10 (9) ◽  
pp. 224
Author(s):  
Vijay Kumar Chattu ◽  
Pradeep Kumar Sahu ◽  
Neela Seedial ◽  
Gerlisa Seecharan ◽  
Amanda Seepersad ◽  
...  
Keyword(s):  
Academic Performance ◽  
Satisfaction With Life ◽  
Pearson Correlation ◽  
Well Being ◽  
Satisfaction With Life Scale ◽  
Subjective Well Being ◽  
Negative Experience ◽  
Significant Difference ◽  
Life Scale ◽  
Type Of School

Subjective well-being is defined as a person’s cognitive and affective evaluations of his or her life. This study aims to investigate the differences in the domains of subjective well-being based on gender, type of school, and academic performance. Additionally, the study aimed to determine the factors (socio-demographic variables, including the academic performance of the students) that are predictive of subjective well-being. Subjective well-being was assessed using a questionnaire which included the Satisfaction with Life Scale (SWLS), which measured the respondent’s life satisfaction, the Scale of Positive and Negative Experience (SPANE), which consisted of six positive and negative emotions, and, lastly, the Flourishing Scale (FS), which measured the respondents’ self-perceived success. Data were collected, transformed into a linear scale, and exported into SPSS version 24, where t-tests, one-way analysis of variance, Pearson correlation, and stepwise regression were performed. Of the total of 535 participants, the majority were females (383 = 71.6%) and studying in a school of medicine (31.8%). With respect to the SWLS and FS, a significant difference was reported among students based on the type of school and their academic performance (p < 0.05). While comparing the differences in the SPANE, a significant difference was recorded based on academic performance. Among the domains of subjective well-being, only the SPANE showed a significant association with academic performance. Greater subjective well-being correlates with higher academic performance, indicating that subjective well-being is an important aspect of a student’s academic life; provisions can be made by paying more attention to those who showed poor academic performance during and at the end of each semester.

scholarly journals The factors affecting response rate in survey on well-being among people with foreign origin

2019 ◽  
Vol 29 (Supplement_4) ◽  
Author(s):  
E Lilja ◽  
A Seppänen ◽  
H Kuusio
Keyword(s):  
Online Survey ◽  
Response Rate ◽  
Age Groups ◽  
Response Rates ◽  
Well Being ◽  
Migrant Population ◽  
Population Surveys ◽  
Cross Sectional ◽  
Factors Affecting ◽  
Face To Face

Abstract Background Previous population surveys among people with foreign background (PFB) in Finland have had successful response rates (62%-66%) when using mainly face-to-face interviews. A cross-sectional population survey (FinMONIK) explored more cost-efficient ways to collect the data on PFB. Methods The data collection was conducted in Finland between May 2018 and January 2019. The random sample consisted of 12 877 (after removing over-coverage) 18-64-year-olds stratified by region. First, a letter containing a link to the online survey with 18 different language options was sent to the participants. After two reminders, the questionnaire was sent twice on paper to the non-respondents. Finally, supplementary phone interviews were carried out by multi-lingual interviewers. All the participants were able to enter in a draw to win gift cards. Results The response rate (RR) for the online survey was 34%. RR was highest for those who had lived in Finland 5 years or less (43%) and lowest among the divorced (23%) and Estonians (27%). The paper questionnaire was mostly preferred by older age groups, increasing the RR of 40-64 year-olds from 31% to 48%. Telephone interviews increased the RR by five percent points, thus making the final RR for the survey 53%. Persons born in the EU and North-America responded the most frequently (58%) whereas RR was lowest amongst the Sub-Saharan African origin migrants (47%). RR was particularly low (42%) for those who had moved to Finland at ages 0-6. Conclusions In surveys conducted amongst PFB, relatively good response rates can be obtained by using alternate methods for gathering data instead of costly and time-consuming face-to-face interview. Age and marital status seemed to affect the preference of survey format. The overall RR varied by country of origin. Key messages A good response rate can be obtained without face-to-face interviews in migrant population surveys. Migrant population surveys can be conducted more efficiently by combining a variety of methods.

scholarly journals Youth Suicide, Subjective Well-Being and the Role of Place in New Zealand

2021 ◽  
Author(s):  
◽  
Anne-Marie Snider
Keyword(s):  
Young Adults ◽  
New Zealand ◽  
Satisfaction With Life ◽  
Age Groups ◽  
Well Being ◽  
Housing Tenure ◽  
Relative Distribution ◽  
Subjective Well Being ◽  
Geographical Variations

<p>One of the major shifts in our social structure over the last 50 years has been a switch in the relative well-being positions of young and old. This is reflected in their suicide rates where, in contrast to the gradual decline in the propensity of older populations to take their own lives, that of the young has risen dramatically. Not confined to New Zealand, this ‘generational switch’ raises important questions about the changing relative distribution of incentives and rewards for living across the age domain. The purpose of my thesis is to document this change and explore its implications. I do so by analysing the current distribution of subjective well-being across contemporary age groups including differences between men and women and Māori and non-Māori. Of particular interest is the link between suicide, subjective well-being and social capital – the levels of social connectedness that prevail in the lives of the young adults relative to their parents’ generation. As a geographer I’m particularly concerned with the role of local capital (community connectedness and trust) in nurturing well-being, and hence the variation that well-being exhibits across places within a country. While thoroughly investigated between nations, relatively few studies document geographical variations in subjective well-being within countries, particularly in terms of how these statistics differ by age. I find that not only does dissatisfaction with life (unhappiness and other measures of subjective well-being) rise as teenagers approach adulthood, but that it peaks in the 30s and declines slowly thereafter in a pattern reflective of the prevailing pattern of suicide. Moreover I find that, in addition to partnership, income, employment status and housing tenure, satisfaction with life among young adults in particular also varies across local communities, and cities. As such, the young exhibit a heightened sensitivity to place in ways that raise important questions about the nature of communities in which children are raised. It is this new information which I bring to a discussion of current initiatives dealing with mental health and the prevailing strategies advocated in New Zealand.</p>

scholarly journals Newcomer Children: Experiences of Inclusion and Exclusion, and Their Outcomes

2014 ◽  
Vol 2 (4) ◽  
pp. 23-37 ◽  
Author(s):  
Jacqueline Oxman-Martinez ◽  
Ye Ri Choi
Keyword(s):  
Academic Performance ◽  
Social Competence ◽  
School Environment ◽  
Developmental Outcomes ◽  
Self Esteem ◽  
The Philippines ◽  
Immigrant Children ◽  
Social Psychological ◽  
Factors Affecting ◽  
Inclusive School

This article explores the potential inclusion and exclusion factors affecting the developmental outcomes of immigrant children, and examines the influence of inclusive school environment, social/psychological isolation, and perceived discrimination by peers and teachers on the psychosocial and academic adjustment of immigrant children. Our study is based on a subset of data from the New Canadian Children and Youth Study (NCCYS), a national longitudinal survey including 515 foreign-born immigrant children (11 to 13 years) from three ethnic groups (Mainland China, Hong Kong, the Philippines) living in the Montreal and Toronto metropolitan areas, Canada. The results show that after controlling for socio-demographic background variables, teachers’ discriminatory attitudes and psychological isolation contribute to the prediction of risk for immigrant children’s self-esteem, social competence, and academic performance. Inclusive school environment has a significant effect on social competence and academic performance of immigrant children. Peer discrimination is also associated with self-esteem and social competence. These findings suggest that inclusive school environment, social/psychological isolation, and discrimination are critical factors affecting the developmental outcomes of immigrant children that, in turn, are connected to future prospects for their eventual inclusion and participation in other social, economic, and political venues of the host country.

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