Del bienestar general al bienestar escolar: una revisión sistemática.
DOI:
https://doi.org/10.30827/relieve.v28i1.23956Palabras clave:
Bienestar escolar, bienestar del estudiante, infancia, revisión de literatura, metanarrativaResumen
El bienestar escolar presenta un creciente interés en la investigación y práctica educativa, aunque su naturaleza multidimensional y la imprecisión de su definición limita su conocimiento y hace necesario un estudio más profundo. El objetivo fue ahondar en su comprensión identificando perspectivas, modelos y aspectos definitorios. Se realizó una revisión sistemática de 53 documentos de bases de datos internacionales (APA, PsycInfo, ERIC, Scopus, WoS). Se usó el enfoque PICO para formular criterios de elegibilidad y buscar preguntas de investigación, y las recomendaciones PRISMA para revisiones sistemáticas. Se incluyeron artículos y ponencias de conferencias revisados por pares de las áreas de educación y psicología, publicados entre 2000 y 2020, con las palabras clave school y wellbeing o well-being, publicados en inglés, francés, portugués y español. Se excluyeron temas de salud y enfermedad, trabajo, universidad y cuestiones sociales, económicas, políticas o culturales. La información se analizó descriptivamente mediante metanarrativa.
Se presentaron las características de los estudios (metodología, participantes, años de publicación y países); se explicaron las perspectivas clásicamente vinculadas al bienestar escolar como concepto subjetivo (hedónico) y psicológico (eudaimónico), incorporando el bienestar social; y se identificaron factores que lo operacionalizan. Se plantean limitaciones relacionadas con la evidencia incluida (sesgo de publicación, uso de publicaciones sobre bienestar general) y relativas a los procesos de revisión (filtro lingüístico). En definitiva, los componentes subjetivo, psicológico y social deben recibir una atención diferenciada, pero interconectada, superando la visión restrictiva de estudios previos y permitiendo el desarrollo de propuestas educativas integradoras que promuevan el bienestar escolar.
Descargas
Citas
Alfaro, J., Guzmán, J., García, C., Sirlopú, D., Reyes, F., & Varela, J. (2016). Psychometric properties of the Spanish version of the Personal Wellbeing Index-School Children (PWI-SC) in Chilean School Children. Child Indicators Research, 9, 731-742. https://doi.org/10.1007/s12187-015-9342-2
Anderson, D.L., & Graham, A.P. (2015). Improving student wellbeing: having a say at school. School Effectiveness and School Improvement, 27(3), 348-366. https://doi.org/10.1080/09243453.2015.1084336
Benavente, D.M., Cova, F., Pérez-Salas, C.P., Varela, J.J., Alfaro, J., & Chuecas, J. (2018). Propiedades psicométricas de la Escala Breve de Bienestar Subjetivo en la Escuela para Adolescentes (BASWBSS) en una muestra de adolescentes chilenos. RIDEP, 48(3), 53-65. https://doi.org/10.21865/ridep48.3.05
Blaskova, L.J., & McLellan, R. (2018). Young people’s perceptions of wellbeing: The importance of peer relationships in Slovak schools. International Journal of School & Educational Psychology, 6(4), 279-291. https://doi.org/10.1080/21683603.2017.1342579
Briggs, M.K., Gilligan, T.D., Staton, A.R., & Barron, K.E. (2010). A collaborative approach to evaluating well-being in the middle school setting. Journal of School Counseling, 8(8), 1-33. https://eric.ed.gov/?id=EJ885061
Burke, J., & Minton, S.J. (2019). Well-being in post-primary schools in Ireland: the assessment and contribution of character strengths. Irish Educational Studies, 38(2), 177-192. https://doi.org/10.1080/03323315.2018.1512887
Chen, X., Tian, L., & Huebner, E.S. (2020). Bidirectional relations between subjective well‑being in school and prosocial behaviours among elementary school‑aged children: a longitudinal study. Child & Youth Care Forum, 49, 77-95. http://doi.org/10.1007/s10566-019-09518-4
Cocorada, E., Farças, A.D., & Orzea, I.E. (2019). From resilience to wellbeing at school among romanian students. examining the role of social-economic status. Revista Românesca Pentru Educatie Multidimensionala, 11(1), 14-30. https://doi.org/10.18662/rrem/93
Eryilmaz, A. (2012). A model of subjective well-being for adolescents in high school. Journal of Happiness Studies, 13, 275-289. http://doi.org/10.1007/s10902-011-9263-9
Evans, P., Martin, A.J., & Ivcevic, Z. (2018). Personality, coping, and school well‑being: an investigation of high school students. Social Psychology of Education, 21, 1061-1080. https://doi.org/10.1007/s11218-018-9456-8
García-Perdomo, H.A. (2015). Conceptos fundamentales de las revisiones sistemáticas/metaanálisis. Urología Colombiana, 24(1), 28-34. https://doi.org/10.1016/j.uroco.2015.03.005
Goldberg, J.M, Clarke, A.M., ten Klooster, P.M., Schreurs, K.M.G., & Bohlmeijer, E.T. (2019). Wellbeing and Social Safeness Questionnaire (WSSQ): Initial psychometric assessment of a short digital screening instrument for primary school children. Cogent Education, 6(1), 1-13- https://doi.org/10.1080/2331186X.2019.1597411
Gregory, T., Dal Grande, E., Brushe, M., Engelhardt, D., Luddy, S., Guhn, M., Gadermann, A., Schonert-Reichl, K.A., & Brinkman, S. (2020). Associations between school readiness and students wellbeing: A six-year follow up study. Child Indicators Research, 14, 369-390. https://doi.org/10.1007/s12187-020-09760-6
Gregory, T., Engelhardt, D., Lewkowicz, A., Luddy, S., Guhn, M., Gardermann, A, Schonert-Reichl, K, & Brinkman, S. (2019). Validity of the middle years development instrument for population monitoring of student wellbeing in Australian school children. Child Indicators Research, 12, 873-899. https://doi.org/10.1007/s12187-018-9562-3
Holfve-Sabel, M.-A. (2014). Learning, interaction and relationships as components of student well-being: differences between classes from student and teacher perspective. Social Indicators Research, 119, 1535-1555. http://doi.org/10.1007/s11205-013-0557-7
Huynh, E., & Stewart-Tufescu, A. (2019). ‘I get to learn more stuff’: Children’s Understanding of Wellbeing at School in Winnipeg, Manitoba, Canada. International Journal of Emotional Education, 11(1), 84-96. https://files.eric.ed.gov/fulltext/EJ1213623.pdf
Jiang, H., Sun, P., Liu, Y., & Pan, M. (2016). Gratitude and late adolescents’ school well-being: the mediating role of materialism. Social Indicators Research, 127, 1363-1376. http://doi.org/10.1007/s11205-015-1007-5
Keyes, C. (2006). Subjective well-being in mental health and human development research worldwide: An introduction. Social Indicators Research, 77, 1-10. http://doi.org/10.1007/s11205-005-5550-3
Kiuru, N., Wang, M.-T., Salmela-Aro, K., Kannas, L., Ahonen, T., & Hirvonen, R. (2020). Associations between adolescents’ interpersonal relationships, school well-being, and academic achievement during educational transitions. Journal of Youth and Adolescence, 49, 1057-1072. https://doi.org/10.1007/s10964-019-01184-y
Konu, A. & Rimpelä, M. (2002). Well-being in schools: A conceptual model. Health Promotion International, 17(1), 79-87. https://doi.org/10.1093/heapro/17.1.79
Konu, A.I., Lintonen, T.P., & Autio, V.J. (2002). Evaluation of well-being in schools – a multilevel analysis of general subjective well-being. School Effectiveness and School Improvement, 13(2), 187-200. https://doi.org/10.1076/sesi.13.2.187.3432
Kuckartz, U. (2014). Qualitative text analysis: A guide to methods, practice and using software. Sage.
Kutsar, D., Soo, K., & Mandel, L. (2019). Schools for well-being? Critical discussions with schoolchildren. International Journal of Emotional Education, 11(1), 49-66. https://eric.ed.gov/?id=EJ1213638
Liu, W., Mei, J., Tian, L, & Huebner, E.S. (2016). Age and gender differences in the relation between school-related social support and subjective well-being in school among students. Social Indicators Research, 125, 1065-1083. http://doi.org/10.1007/s11205-015-0873-1
Liu, W., Tian, L., Huebner, E.S., Zheng, X., & Li, Z. (2015). Preliminary development of the elementary school students’ subjective well-being in school scale. Social Indicators Research, 120, 917-937. http://doi.org/10.1007/s11205-014-0614-x
McLellan, R., & Steward, S. (2015). Measuring children and young people’s wellbeing in the school context. Cambridge Journal of education, 45(3), 307-332. https://doi.org/10.1080/0305764X.2014.889659
Page, M.J., McKenzie, J.E., Bossuyt, P.M., Boutron, I., Hoffmann, T.C., Mulrow, C.D., Shamseer, L., Tetzlaff, J.M., Akl, E.A., Brennan, S.E., Chou, R., Glanville, J., Grimshaw, J.M., Hróbjartsson, A., Lalu, M.M., Li, T., Loder, E.W., Mayo-Wilson, E., McDonald, S., McGuinness, L.A., Stewart, L.A., Thomas, J., Tricco, A.C., Welch, V.A., Whiting, P., & Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. PLoS Med, 18(3), e1003583. http://doi.org/10.1136/bmj.n71
Pietarinen, J., Soini, T., & Pyhältö, K. (2014). Students’ emotional and cognitive engagement as the determinants of well-being and achievement in school. International Journal of Educational Research, 67, 40-51. http://dx.doi.org/10.1016/j.ijer.2014.05.001
Powell, M.A., & Graham, A. (2017). Wellbeing in schools: Examining the policy-practice nexus. Australian Educational Researcher, 44(2), 213-231. https://doi.org/10.1007/s13384-016-0222-7
Powell, M.A., Graham, A., Fitzgerald, R., Thomas, N., & White, N.E. (2018). Wellbeing in schools: what do students tell us? Australian Educational Research, 45, 515-531. https://doi.org/10.1007/s13384-018-0273-z
Putwain, DW., Loderer, K., Gallard, D.C., & Beaumont, J. (2019). School-related subjective well-being promotes subsequent adaptability, achievement, and positive behavioural conduct. British Journal of Educational Psychology, 90(1), 92-108. http://doi.org/10.1111/bjep.12266
Ramírez-Casas del Valle, L., & Alfaro-Inzunza, J. (2018). Discursos de los niños y niñas acerca de su bienestar en la escuela. Psicoperspectivas, 17(2), 1-11. https://doi.org/10.5027/psicoperspectivas-vol17-issue2-fulltext-1164
Renshaw, T.L., & Chenier, J.S. (2019). Screening for student subjective wellbeing: an analog evaluation of broad and targeted models. Journal of Psychoeducational Assessment, 37(6), 1-18. https://doi.org/10.1177/0734282918795797
Renshaw, T.L., Long, A.C.J., & Cook, C.R. (2014). Assessing adolescents’ positive psychological functioning at school: development and validation of the student subjective wellbeing questionnaire. School Psychology Quarterly, 30(4), 534-552. http://doi.org/10.1037/spq0000088
Sánchez-Meca, J. (2010). Cómo realizar una revisión sistemática y un meta-análisis. Aula Abierta, 38(2), 53-64. https://redined.mecd.gob.es/xmlui/handle/11162/5126
Satici, B. (2020). Social exclusion and adolescent wellbeing: Stress, school satisfaction, and academic self-efficacy as multiple mediators. Educational and Developmental Psychologist, 37(1), 67-74. https://doi.org/10.1017/edp.2020.7
Seligson, J.L., Huebner, E.S., & Valois, R.F. (2005). An investigation of a brief life satisfaction scale with elementary school children. Social Indicators Research, 73, 355-374. http://doi.org/10.1007/s11205-004-2011-3
Shoshani, A., & Slone, M. (2013). Middle school transition from the strengths perspective: young adolescents’ character strengths, subjective well-being, and school adjustment. Journal of Happiness Studies, 14, 1163-1181. http://doi.org/10.1007/s10902-012-9374-y
Simmons, C., Graham, A., & Thomas, N. (2015). Imagining an ideal school for wellbeing: Locating student voice. Journal of Educational Change, 16(2), 129-144. https://doi.org/10.1007/s10833-014-9239-8
Stasulane, A. (2017). Factors determining children and young people’s well-being at school. Journal of Teacher Education for Sustainability, 19(2), 165-179. https://doi.org/10.1515/jtes-2017-0021
Steinmayr, R., Heyder, A., Naumburg, C., Michels, J., & Wirthwein, L (2018). School-related and individual predictors of subjective well-being and academic achievement. Frontiers in Psychology, 9, 26-31. http://doi.org/10.3389/fpsyg.2018.02631
Su, T., Tian, L., & Huebner, E.S. (2019). The reciprocal relations among prosocial behavior, satisfaction of relatedness needs at school, and subjective well-being in school: A three-wave cross-lagged study among Chinese elementary school students. Current Psychology, 1-14. https://doi.org/10.1007/s12144-019-00323-9
Svane, D., Evans, N., & Carter, M.A. (2019). Wicked wellbeing: Examining the disconnect between the rhetoric and reality of wellbeing interventions in schools. Australian Journal of Education, 63(2). https://doi.org/10.1177/0004944119843144
Thomas, N., Graham, A., Powell, M.A., & Fitzgerald, R. (2016). Conceptualisations of children’s wellbeing at school: The contribution of recognition theory. Chilhood, 23(4), 506-520. https://doi.org/10.1177/0907568215622802
Tian, L., Chen, H., & Huebner, E.S. (2014). The longitudinal relationships between basic psychological needs satisfaction at school and school-related subjective well-being in adolescents. Social Indicators Research, 119, 353-372. https://doi.org/10.1007/s11205-013-0495-4
Tian, L., Du, M., & Huebner, E.S. (2015). The effect of gratitude on elementary school students’ subjective well-being in schools: the mediating role of prosocial behavior. Social Indicators Research, 122, 887-904. http://doi.org/10.1007/s11205-014-0712-9
Tian, L., Liu, B., Huang, S., & Huebner, E.S. (2013). Perceived social support and school well-being among Chinese early and middle adolescents: the mediational role of self-esteem. Social Indicators Research, 113, 991-1008. http://doi.org/10.1007/s11205-012-0123-8
Tian, L., Pi, L., Huebner, E.S., & Du, M. (2016). Gratitude and adolescents’ subjective well-being in school: the multiple mediating roles of basic psychological needs satisfaction at school. Frontiers in Psychology, 7, 1409. http://doi.org/10.3389/fpsyg.2016.01409
Tian, L., Tian, Q., & Huebner, E.S. (2016). School-related social support and adolescents’ school-related subjective well-being: the mediating role of basic psychological needs satisfaction at school. Social Indicators Research, 128, 105-129. http://doi.org/10.1007/s11205-015-1021-7
Tian, L, Wang, D., & Huebner, E.S. (2015). Development and validation of the Brief Adolescents’ Subjective Well-Being in School Scale (BASWBSS). Social Indicators Research, 120, 615-634. http://doi.org/10.1007/s11205-014-0603-0
Tian, L., Yu, T., & Hubner, E.S. (2017). Achievement goal orientations and adolescents’ subjective well-being in school: the mediating roles of academic social comparison directions. Frontiers in Psychology, 8, 37. http://doi.org/10.3389/fpsyg.2017.00037
Tian, L., Zhao, J., & Huebner, E.S. (2015). School-related social support and subjective well-being in school among adolescents: The role of self-system factors. Journal of Adolescence, 45, 138-148. http://dx.doi.org/10.1016/j.adolescence.2015.09.003
Tobia, V., Greco, A., Steca, P., & Marzocchi, G.M. (2019). Children’s wellbeing at school: a multi-dimensional and multi-informant approach. Journal of Happiness Studies 20(5), 841-861. https://doi.org/10.1007/s10902-018-9974-2
Tomyn, A.J., & Cummins, R.A. (2011). The subjective wellbeing of high-school students: Validating the Personal Wellbeing Index-School Children. Social Indicators Research, 101(3), 405-418. https://doi.org/10.1007/s11205-010-9668-6
Tomyn, A.J., Fuller Tyszkierwicz, M.D. & Norrish, J.M. (2014). The Psychometric equivalence of the Personal Wellbeing Index School-Children for indigenous and non-indigenous Australian adolescents Journal of Happiness Studies, 15, 43-56. https://doi.org/10.1007/s10902-013-9415-1
Van Petegem, K, Aelterman, A., Van Keer, H., & Rosseel, Y. (2008). The influence of student characteristics and interpersonal teacher behaviour in the classroom on student’s wellbeing. Social Indicators Research, 85, 279-291. http://doi.org/10.1007/s11205-007-9093-7
Xiao, Y., & Watson, M. (2019). Guidance on conducting a systematic literature review. Journal of Planning Education and Research, 39(1), 93-112. http://doi.org/10.1177/0739456X17723971
Zhang, Y. (2016). Making students happy with wellbeing-oriented education: case study of a secondary school in China. Asia-Pacific Education Research, 25(3), 463-471. http://doi.org/10.1007/s40299-016-0275-4
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2022 RELIEVE - Revista Electrónica de Investigación y Evaluación Educativa
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial 4.0.
Los autores ceden de forma no exclusiva los derechos de explotación de los trabajos publicados a RELIEVE (a los solos efectos de favorecer la difusión de los artículos publicados:firmar contratos de difusión, de integración en bases de datos, etc.) y consienten que se distribuyan bajo la licencia de Creative Commons Reconocimiento-Uso No Comercial 4.0 International (CC-BY-NC 4.0), que permite a terceros el uso de lo publicado siempre que se mencione la autoría de la obra y la fuente de publicación, y se haga uso sin fines comerciales.
Los autores pueden llegar a otros acuerdos contractuales adicionales e independientes, para la distribución no exclusiva de la versión del trabajo publicado en esta revista (por ejemplo, incluyéndolo en un repositorio institucional o publicándolo en un libro), siempre y cuando se cite claramente que la fuente original de publicación es esta revista.
La mera remisión del artículo a RELIEVE supone la aceptación de estas condiciones.
