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Children’s Wellbeing at School: A Multi-dimensional and Multi-informant Approach

Author

Listed:
  • Valentina Tobia

    (University of Milan-Bicocca)

  • Andrea Greco

    (University of Bergamo)

  • Patrizia Steca

    (University of Milan-Bicocca)

  • Gian Marco Marzocchi

    (University of Milan-Bicocca
    Centro per l’Età Evolutiva)

Abstract

Based on a multi-dimensional model of wellbeing in school that includes psychological, cognitive and social components, the aim of this investigation was to (a) analyse differences based on gender and school level (primary or middle school) in children’s subjective reports of their school wellbeing, (b) analyse correlates of subjective school wellbeing considering learning skills, grades and behavioural problems, and (c) investigate parents’ and teachers’ personal experiences and observations related to children with a low level of subjective school wellbeing. The sample comprised 1038 third- to eighth-grade students who completed the Questionnaire on School Wellbeing (QBS; Tobia and Marzocchi in QBS 8-13. Questionari per la valutazione del benessere scolastico e identificazione dei fattori di rischio [QBS 8-13. Questionnaires for the evaluation of school wellbeing and the identification of risk factors], Erickson, Trento, 2015a), which investigates the gratification obtained by results in school, relationships with teachers and classmates, emotional attitude towards school, and self-efficacy. The results showed significant gender differences (e.g., a better relationship with teachers but a poorer emotional attitude towards school for girls) and lower scores on school wellbeing in middle school students compared to primary school students. Among primary school students, wellbeing tended to be positively influenced by learning skills, whereas it was positively influenced by grades and negatively influenced by behavioural problems among middle school students. Finally, both parents and teachers of children with low levels of school wellbeing described greater feelings of worry, guilt, and tension in relation to the children’s difficulties. Parents reported more learning and emotional difficulties in these children, whereas teachers reported lower self-awareness. These results may offer insights to inform school policies and interventions aimed at improving children’s wellbeing.

Suggested Citation

  • Valentina Tobia & Andrea Greco & Patrizia Steca & Gian Marco Marzocchi, 2019. "Children’s Wellbeing at School: A Multi-dimensional and Multi-informant Approach," Journal of Happiness Studies, Springer, vol. 20(3), pages 841-861, March.
    • Handle: RePEc:spr:jhappi:v:20:y:2019:i:3:d:10.1007_s10902-018-9974-2
    DOI: 10.1007/s10902-018-9974-2
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    References listed on IDEAS

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    1. Karen Van Petegem & Antonia Aelterman & Hilde Van Keer & Yves Rosseel, 2008. "The influence of student characteristics and interpersonal teacher behaviour in the classroom on student’s wellbeing," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 85(2), pages 279-291, January.
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    Cited by:

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    2. Janka Goldan & Lena Nusser & Michael Gebel, 2022. "School-related Subjective Well-being of Children with and without Special Educational Needs in Inclusive Classrooms," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 15(4), pages 1313-1337, August.
    3. Daniela Raccanello & Giada Vicentini & Elena Trifiletti & Roberto Burro, 2020. "A Rasch Analysis of the School-Related Well-Being (SRW) Scale: Measuring Well-Being in the Transition from Primary to Secondary School," IJERPH, MDPI, vol. 18(1), pages 1-17, December.
    4. Yuki Ninomiya & Mariko Matsumoto & Asuka Nomura & Lauri Kemppinen & Dandii Odgerel & Soili Keskinen & Esko Keskinen & Nergui Oyuntungalag & Hiroko Tsuboi & Nobuko Suzuki & Chie Hatagaki & Yutaka Fukui, 2021. "A Cross-Cultural Study of Happiness in Japanese, Finnish, and Mongolian Children: Analysis of the Sentence Completion Test," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 14(2), pages 871-896, April.

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