文章基本信息

标题：The Role of School Context on Subjective Well-Being and Social Well-Being in Adolescence
本地全文：下载
作者：Rasa Pilkauskaite-Valickiene ; Rasa Pilkauskaite-Valickiene ; Ingrida Gabrialaviciute 等
期刊名称：Procedia - Social and Behavioral Sciences
印刷版ISSN：1877-0428
出版年度：2015
卷号：191
页码：2588-2592
DOI：10.1016/j.sbspro.2015.04.701
语种：English
出版社：Elsevier
摘要：AbstractThe main question of this research is to establish if adolescents differ according to attachment to school perceived teacher support, and open classroom climate for discussion, and if there are different groups according to same aspects, so do those groups differ in various aspects of well-being, i.e. subjective well-being and social well-being. 1741 students (727 boys), of age 15-19 years (M=17.32, SD=0.96) from high schools in Lithuania participated. This study revealed that adolescents differ with regard to their attachment to school, teacher support and open classroom climate for discussions – six groups with distinct patterns of school context perception can be identified. The groups differ from each other in both subjective and social well-being. Students who perceive all school aspects positively report highest levels of subjective and social well-being. At the other extreme – the configuration of low attachment, low teacher support and lack of openness for discussions appears to be a marker of low subjective and social well-being.
关键词：School context ;subjective well-being ;social well-being ;adolescence.