从总体幸福感到学校幸福感：系统综述
##plugins.pubIds.doi.readerDisplayName##:
https://doi.org/10.30827/relieve.v28i1.23956关键词:
学校幸福感, 学生幸福感, 童年, 系统综述, 元叙事摘要
在教育研究及实践方面，人们对学校幸福感这一主题表现出了越来越多的兴趣。但是其多维度的本性和定义的不准确性限制了我们对该议题的认知，因此对它进行更深入的研究尤为必要。该研究的目标聚焦在确定能够定义学校幸福感的观点视角、类型和内容，从而加深我们对它的理解。我们对国际数据库（APA、PsycInfo、ERIC、Scopus、WoS）内的53篇文档进行系统综述。通过信息格式化检索方式PICO为系统综述制定选择标准，寻找研究问题，得到PRISMA（系统综述和荟萃分析优先报告的条目）推荐。研究涵盖发布于2000年至2020年间关于教育和心理领域的文章及会议发言，涉及的所有综述都含有“school（学校）”、“wellbeing（幸福感）”或“well-being（幸福感）”关键词，语言包含英语、法语、葡萄牙语和西班牙语。健康与疾病、工作、大学、社会问题、经济、政治和文化主题的综述被排除在外。研究通过元叙事的方法对信息进行描述性分析，呈现出这些研究的特点（方法论、参与者、发表时间和国家）。同时研究还融合了社会幸福感来阐释与学校幸福感相关的经典评论，如主观（享乐主义）和心理（幸福）层面的观点。除此之外，该研究还找出了可以影响学校幸福感的因素。当然该我们也考虑到了由证据（发表偏差、社会幸福感发布资料的使用）引发的研究局限性和与综述过程（语言筛选）相联的一些问题。总之，研究认为主观、心理和社会成分应受到区别但内在相连地对待，以此来克服先前研究的局限眼光，推动有助于学校幸福感的一体教学设想和建议的发展。
##plugins.generic.usageStats.downloads##
参考
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
##submission.downloads##
已出版
##submission.howToCite##
期
栏目
##submission.license##
##submission.copyrightStatement##
##submission.license.cc.by-nc4.footer##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.
