Del bienestar general al bienestar escolar: una revisión sistemática.

Luisa Losada Puente; Paula Mendiri; Nuria Rebollo-Quintela

doi:10.30827/relieve.v28i1.23956

Authors

Luisa Losada Puente University of A Coruña https://orcid.org/0000-0003-2300-9537
Paula Mendiri University of A Coruña https://orcid.org/0000-0003-4706-4450
Nuria Rebollo-Quintela University of A Coruña https://orcid.org/0000-0001-9026-0794

DOI:

https://doi.org/10.30827/relieve.v28i1.23956

Keywords:

school well-being, student well-being, childhood, literature review, metanarrative

Abstract

School well-being has a growing interest in educational research and practice, although its multidimensional nature and the imprecision in its definition limit its knowledge and make more in-depth study necessary. The aim was to deepen the understanding of the construct of school well-being identifying perspectives, models and definitory elements. A systematic review of 53 bibliographic sources from internationally databases (APA, PsycInfo, ERIC, Scopus, WoS) was conducted. PICO approach for formulating the eligibility criteria and searching for research questions, and PRISMA-compliance systematic review recommendations were followed. There were included articles and papers conferences, from 2000 to 2020, with the keywords school wellbeing or well-being, in English, French, Portuguese and Spanish languages. Topics related to health and illness, work, university, and social, economic, politic, or cultural issues were excluded. Information was analysed descriptively using the meta-narrative. The characteristics of the studies (methodology, participants, years of publication and countries) were presented; the perspectives classically linked to school well-being as a subjective (hedonic) and psychological (eudemonic) concept as well as the social well-being were explained; and the factors that operationalize it were identified.

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Author Biographies

Luisa Losada Puente, University of A Coruña

Lecturer and researcher at the Faculty of Education Sciences of the University of A Coruña (UDC). She is attached to the Department of Specific Didactics and Methods of Research and Diagnosis in Education (DIDES and MIDE). Her main line of research focuses on school well-being at all stages, and especially, linked to educational inclusion, attention to diversity, and the quality of life, both individual and family.

Paula Mendiri, University of A Coruña

Senior lecturer and researcher at the at the Faculty of Education Sciences of the University of A Coruña (UDC). She is attached to the Department of Specific Didactics and Methods of Research and Diagnosis in Education (DIDES and MIDE). Her research focuses on school well-being, emotional education and school guidance and tutoring.

Nuria Rebollo-Quintela, University of A Coruña

Lecturer and researcher at the Faculty of Education Sciences of the University of A Coruña (UDC). She is attached to the Department of Specific Didactics and Methods of Research and Diagnosis in Education (DIDES and MIDE). Her research interest includes school well-being, school guidance and tutoring, needs detection and competency profiles of future teachers in childhood and primary education.

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