Del bienestar general al bienestar escolar: una revisión sistemática.

Autores/as

DOI:

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

Palabras clave:

Bienestar escolar, bienestar del estudiante, infancia, revisión de literatura, metanarrativa

Resumen

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.

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Biografía del autor/a

Luisa Losada-Puente, Universidade da Coruña

Personal Docente e Investigador (PDI) en la Facultad de Ciencias de la Educación de la Universidade da Coruña (UDC). Está adscrita al Departamento de Didácticas Específicas y Métodos de Investigación y Diagnóstico en Educación (DIDES y MIDE). Su principal línea de investigación se centra en el bienestar escolar en todas las etapas, y especialmente, con relación a la inclusión educativa, la atención a la diversidad y a la calidad de vida, tanto individual como familiar.

Paula Mendiri, Universidad de A Coruña

Profesora titular e investigadora en la Facultad de Ciencias de la Educación de la Universidad de A Coruña (UDC). Está adscrita al Departamento de Didácticas Específicas y Métodos de Investigación y Diagnóstico en Educación (DIDES y MIDE). Su investigación se centra en el bienestar escolar, la educación emocional y la orientación y tutoría escolar. 

Nuria Rebollo-Quintela, Universidad de A Coruña

Personal Docente e Investigador (PDI) en la Facultad de Ciencias de la Educación de la Universidade da Coruña (UDC). Está adscrita al Departamento de Didácticas Específicas y Métodos de Investigación y Diagnóstico en Educación (DIDES y MIDE). Sus intereses de investigación son el bienestar escolar, la orientación y tutoría escolar, la detección de necesidades y los perfiles competenciales de los futuros docentes de educación infantil y primaria. 

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Publicado

2022-06-30

Cómo citar

Losada Puente, L., Mendiri, P., & Rebollo-Quintela, N. (2022). Del bienestar general al bienestar escolar: una revisión sistemática . RELIEVE - Revista Electrónica De Investigación Y Evaluación Educativa, 28(1). https://doi.org/10.30827/relieve.v28i1.23956

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