Children’s School Subjective Well-Being: The Importance of Schools in Perception of Support Received From Classmates
Besides educational results, a comprehensive view of childhood should include children’s opinions on their well-being in school. The objective of this study is to determine whether school subjective well-being of children varies according to the school they attend, which would justify identifying re...
| Main Authors: | , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Colegio Oficial de Psicólogos de Madrid
2022-05-01
|
| Series: | Psicología Educativa: Revista de los Psicólogos de la Educación |
| Subjects: | |
| Online Access: |
https://journals.copmadrid.org/psed/art/psed2021a7
|
| _version_ | 1818251653736824832 |
|---|---|
| author | Mari Corominas Mònica González-Carrasco Ferran Casas |
| author_facet | Mari Corominas Mònica González-Carrasco Ferran Casas |
| author_sort | Mari Corominas |
| collection | DOAJ |
| description | Besides educational results, a comprehensive view of childhood should include children’s opinions on their well-being in school. The objective of this study is to determine whether school subjective well-being of children varies according to the school they attend, which would justify identifying related factors (school perceptions, individual affection, and socioeconomic composition). The 3,962 answers of children from Barcelona (Mage = 10.74) in 2017 to the International Survey of Children’s Well-being are analysed. The multilevel analysis shows that classmates play an essential role in school experience: in those schools where more children are very satisfied with their life as students, children have more confidence in receiving support from their classmates if they have a problem and feel less stressed. This has important implications for learning, coexistence, and participation. As the impact of social inequalities on school experience has not been identified, research focused on schools facing situations of social vulnerability is required. |
| first_indexed | 2024-12-12T16:11:42Z |
| format | Article |
| id | doaj.art-cb2d156850d1473194a7327754a4b3ad |
| institution | Directory Open Access Journal |
| issn | 1135-755X 2174-0526 |
| language | English |
| last_indexed | 2024-12-12T16:11:42Z |
| publishDate | 2022-05-01 |
| publisher | Colegio Oficial de Psicólogos de Madrid |
| record_format | Article |
| series | Psicología Educativa: Revista de los Psicólogos de la Educación |
| spelling | doaj.art-cb2d156850d1473194a7327754a4b3ad2022-12-22T00:19:11ZengColegio Oficial de Psicólogos de MadridPsicología Educativa: Revista de los Psicólogos de la Educación1135-755X2174-05262022-05-012829910910.5093/psed2021a711320559Children’s School Subjective Well-Being: The Importance of Schools in Perception of Support Received From ClassmatesMari Corominas0Mònica González-Carrasco1Ferran Casas2University of Girona, Girona , Spain, University of Girona, Girona, SpainUniversity of Girona, Girona , Spain, University of Girona, Girona, SpainUniversity of Girona, Girona , Spain, University of Girona, Girona, SpainBesides educational results, a comprehensive view of childhood should include children’s opinions on their well-being in school. The objective of this study is to determine whether school subjective well-being of children varies according to the school they attend, which would justify identifying related factors (school perceptions, individual affection, and socioeconomic composition). The 3,962 answers of children from Barcelona (Mage = 10.74) in 2017 to the International Survey of Children’s Well-being are analysed. The multilevel analysis shows that classmates play an essential role in school experience: in those schools where more children are very satisfied with their life as students, children have more confidence in receiving support from their classmates if they have a problem and feel less stressed. This has important implications for learning, coexistence, and participation. As the impact of social inequalities on school experience has not been identified, research focused on schools facing situations of social vulnerability is required. https://journals.copmadrid.org/psed/art/psed2021a7 childrensubjective well-beingclassmates supportschoolingiscweb |
| spellingShingle | Mari Corominas Mònica González-Carrasco Ferran Casas Children’s School Subjective Well-Being: The Importance of Schools in Perception of Support Received From Classmates Psicología Educativa: Revista de los Psicólogos de la Educación children subjective well-being classmates support schooling iscweb |
| title | Children’s School Subjective Well-Being: The Importance of Schools in Perception of Support Received From Classmates |
| title_full | Children’s School Subjective Well-Being: The Importance of Schools in Perception of Support Received From Classmates |
| title_fullStr | Children’s School Subjective Well-Being: The Importance of Schools in Perception of Support Received From Classmates |
| title_full_unstemmed | Children’s School Subjective Well-Being: The Importance of Schools in Perception of Support Received From Classmates |
| title_short | Children’s School Subjective Well-Being: The Importance of Schools in Perception of Support Received From Classmates |
| title_sort | children s school subjective well being the importance of schools in perception of support received from classmates |
| topic | children subjective well-being classmates support schooling iscweb |
| url |
https://journals.copmadrid.org/psed/art/psed2021a7
|
| work_keys_str_mv | AT maricorominas childrensschoolsubjectivewellbeingtheimportanceofschoolsinperceptionofsupportreceivedfromclassmates AT monicagonzalezcarrasco childrensschoolsubjectivewellbeingtheimportanceofschoolsinperceptionofsupportreceivedfromclassmates AT ferrancasas childrensschoolsubjectivewellbeingtheimportanceofschoolsinperceptionofsupportreceivedfromclassmates |