Demystifying Subjective Well‐Being of Academically At‐Risk Students: Case Study of a Chinese High School (original) (raw)
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Frontiers in Psychology, 2022
Student well-being and its relationships with academic achievement in China have not been well-investigated. This study aimed at investigating student well-being and the trade-off of the well-being and academic achievement with a sample of 1,353 Chinese high-school students from four cities in China during coronavirus disease 2019 (COVID-19) pandemic period. The six dimensions of well-being (academic, psychological, self, physical, social, and spiritual) were utilised to test the relationships with three subjects including Mathematics, English, and Chinese using a quantitative analysis. In this study, the relationships between six dimensions of well-being and three academic subject achievements were tested in one statistical model. Results showed that spiritual well-being was ranked the highest, followed by psychological, physical, self, and social well-being. Students gave the lowest ranking to academic well-being. The two significant paths identified were between spiritual well-be...
Quality of education is often measured in objective terms such as standardised tests scores or employability but education is much more, being part of a wider socialisation process. Ignoring subjective aspects of student educational experiences may result in reductive forms of evaluation which fail to take into account the holistic, psycho-social and emotional development of school-aged children at this specific and important stage in life. In Hong Kong there appears to be a trade-off between high levels of objective educational performance and lower levels of student subjective wellbeing a point which is highlighted by the current dissensions over the continuation or not of the Territory-wide Systems Assessment. This research compares two groups of Hong Kong primary school students and how their respective school and home educational environments affect levels of Subjective Educational Wellbeing (SEWB). Survey-based research was employed to gauge student perceptions and the findings were triangulated and contextualized with documentary analysis and observations. SEWB and explanatory factors showed stronger inter-group rather than intra-group variance and the null hypothesis was rejected with the International School having a statistically significantly higher level of SEWB. Student perceptions of School Conditions factors served as the strongest predictor of SEWB scores. This finding is of significance in that it demonstrates how differing educational environments result in variations of subjective wellbeing, a crucial component of a socially sustainable education.
Beneficial and negative factors for the development of students’ well-being in educational context
Current Psychology, 2022
Students' school-related well-being (SWB) is of vital importance. Nevertheless, it is unclear how SWB develops in late adolescence, especially among students in high-achieving environments and which factors are associated with it. Based on a longitudinal dataset (T1: Grade 11, T2: Grade 12), we analyzed how SWB (school satisfaction, academic self-concept, stress experience, exam anxiety, peer satisfaction) develops and whether psychological needs (autonomy, competence, relatedness) and achievement pressure from teachers and parents were related to the development. 1,286 students from high-achieving high schools (46.7% female, M ageT1 = 16.40) answered sociodemographic questions and questions about key variables. From T1 to T2, particularly students' stress experience and peer satisfaction declined. Need fulfilment and perceived achievement pressure was related to changes. Implications for research and practice are discussed.
Quantitative and qualitative research approaches to assess student well-being
International Journal of Educational Research, 2008
Although there is dissimiliarity in theoretical research approaches to subjective well-being and to assessments of well-being, there is agreement regarding the value of well-being, especially among student populations. In the highly structured, achievementoriented, non-optimal context of a classroom, individual well-being is a necessary precondition for learning. Among student populations well-being should not be construed as an achievement enhancer; but, rather, recognized and measured as an educational value of its own. However, it is necessary for the positive bias towards learning at least in highly structured, achievement-orientated, non-optional learning contexts like school [cf. Hascher, T. (2004). Wohlbefinden in der Schule. Münster: Waxmann]. How can it be measured? Since different research approaches lead to a variety of instruments, the following paper will focus on two ways of assessing well-being in school: a questionnaire on student well-being (N = 2014) 1 and a semi-structured daily diary about relevant emotional situations in school (N = 58, period 3 Â 2 weeks). Both methods are introduced and their methodological quality is discussed in terms of reliability, validity and in terms of their usefulness for improving school practice. Furthermore, the research potential of combining quantitative and qualitative data on students' well-being is addressed.
SHS web of conferences, 2024
With the continuous development of the global economy, the transformation of social structure continues to accelerate, people's living conditions gradually improve, and the demand level of college students continues to increase. However, due to the relative shortage of resources and the intensification of social competition, the pressure of college students has greatly increased. All of this All have a great impact on the happiness of college students.This article uses questionnaires and interviews to study the current situation of subjective well-being among students at Guangxi Agricultural Vocational University, and to provide guidelines for the development of subjective well-being among students at Guangxi Agricultural Vocational University.The research results show that the subjective well-being of students at Guangxi Agricultural Vocational University is generally at a high level. From the three dimensions that affect subjective well-being, self-health factors have the greatest impact, followed by family factors, and school factors have the least impact.The development guidelines proposed based on the above results are as follows: 1. Schools can help students by establishing mental health consulting agencies for college students, providing relevant mental health courses and face-to-face communication between teachers and students, thereby improving students' subjective well-being. 2. Institutionalized guarantees are needed: A clear system should be established to ensure the improvement of students' happiness and mental health education. 3. Disadvantages of improving students' subjective well-being: First, the school's hardware facilities can better help students build satisfaction with the school, thereby improving their sense of well-being. Secondly, there is room for improvement in helping students solve practical difficulties, such as timely intervention in students' employment pressure and teachers' timely intervention in students' psychological problems. 4. Schools should organize relevant extracurricular activities to improve students' subjective well-being. 5. Establishing positions dedicated to managing students, such as counselor positions, will help understand and solve students' psychological problems. 6. Regular visits to students' parents can help to gain an in-depth understanding of students' family life and discover some hidden psychological conditions.
International Journal of Adolescence and Youth, 2013
The importance of student well-being to positive youth development is widely accepted, despite little consensus on what it means for youth to be well in school. The student well-being model (SWBM) provides a framework for the development of student well-being indicators based upon a case study of a New Zealand secondary school involving critical analysis of New Zealand education policies, and qualitative investigation into New Zealand students' and teachers' perspectives and experiences on well-being. This exercise illustrates a process that can be replicated elsewhere to capture the academic, social and cultural milieu of individual schools and to support effective monitoring of student well-being in practice. Future research agendas based on the SWBM, such as psychometric analysis of the SWBM, as well as explorations of its viability as a practical pedagogical tool to facilitate reflection upon, identification of, communication about, and enactment and monitoring of student well-being are discussed.
What Constitutes Student Well-Being: A Scoping Review Of Students’ Perspectives
Child Indicators Research
Student well-being has recently emerged as a critical educational agenda due to its wide-reaching benefits for students in performing better at school and later as adults. With the emergence of student well-being as a priority area in educational policy and practice, efforts to measure and monitor student well-being have increased, and so has the number of student well-being domains proposed. Presently, a lack of consensus exists about what domains are appropriate to investigate and understand student well-being, resulting in a fragmented body of work. This paper aims to clarify the construct of student well-being by summarising and mapping different conceptualisations, approaches used to measure, and domains that entail wellbeing. The search of multiple databases identified 33 studies published in academic journals between 1989 and 2020. There were four approaches to conceptualising student well-being found in the reviewed studies. They were: Hedonic, eudaimonic, integrative (i.e., combining both hedonic and eudaimonic), and others. Results identified eight overarching domains of student well-being: Positive emotion, (lack of) Negative emotion, Relationships, Engagement, Accomplishment, Purpose at school, Intrapersonal/Internal factors, and Contextual/External factors. Recommendations for further research are offered, including the need for more qualitative research on student well-being as perceived and experienced by students and for research to be conducted in a non-western context.
Adolescents report differing subjective experiences across various life domains necessitating the development of domain-specific measures of subjective well-being. This study aimed to develop a brief, specialized, comprehensive measure of adolescents' subjective well-being (SWB) in school and assess its psychometric properties in Chinese adolescents. Toward this aim, we first developed eight items for the Brief Adolescents' Subjective Well-Being in School Scale (BASWBSS) based on the theoretical frame of SWB in school proposed by Tian in the measurement model for her Adolescents' Subjective Well-Being in School Scale (ASWBSS; Tian in Psychol Dev Edu 24(3):100–106, 2008). Second, we conducted exploratory factor analysis and confirmatory factor analysis to investigate the structure of the BASWBSS. Third, we tested its measurement invariance across gender using multigroup analyses. Last, we examined its internal consistency reliability, convergent and discriminant validity, test–retest reliability, and predictive validity. The results revealed that the BASWBSS has promising psychometric properties. Overall, the findings offered preliminary support for the BASWBSS as a useful alternative to the longer ASWBSS, especially for studies with adolescents when brevity is an important consideration.
An Exploratory Analysis of a Subjective Well-Being Model for Chinese University Students
Frontiers of Education in China, 2020
College students experience great stress due to many factors, such as an uncertain future, academic responsibilities, and pressures imposed by social communication. Many institutions of higher education are focusing on how to mediate stressful situations and increase the subjective well-being (SWB) of students to sustain a lifestyle focused on wellness. The online survey used for this study focused on testing an exploratory SWB model by implementing partial least squares structural equation modeling (PLS-SEM) techniques. The participants were 470 college-aged students enrolled in seven different institutions in six cities across China. Findings yielded a good model fit (the Standardized Root Mean Squared Residual [SRMR] = .054) with the validity of manifest variables, reliability of the latent variables (LVs), and overall SWB model indicating moderate predictiveness (GoF R 2 = .476) by the LVs. Additionally, all of the direct path coefficients and indirect path coefficients that consisted of four partial mediators and one full mediator yielded statistically significant results via bootstrapping. Furthermore, path coefficients for utilization of emotion to life satisfaction for the cognitive exercise group were significantly higher than for the non-cognitive exercise group. The findings illustrated a good model fit for an exploratory SWB model that can predict an individual's SWB, and cognitive and non-cognitive exercises had different effects on the individuals' SWB.