Contribution of Relationships with Friends and Teachers and Experiences of School Violence to the Subjective Well-Being of Immigrant Children

IF 3.1 2区心理学 Q1 PSYCHOLOGY, MULTIDISCIPLINARY

Journal of Happiness Studies Pub Date : 2024-02-26 DOI:10.1007/s10902-024-00733-y

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Abstract

While the individual trajectories of immigrant children may differ, attending school is a collective experience for most children. When considering children’s integration into their respective school environments, social interactions with peers and teachers may contribute to their ease of integration and overall subjective well-being, as well as potential experiences of violence within the school context. The objectives of this study are to (a) explore the contribution of satisfaction with friends, teachers, and school violence to the SWB of immigrant children, and (b) examine how said contributions and subsequent associations vary across generations. Participants are 8360 children from 21 countries between the ages of 9–13, who report that they themselves or at least one of their parents was born in a foreign country. The participants completed a survey that included demographic information and validated measures from the International Survey of Children’s Well-Being (ISCWeB), including the Children’s Worlds Subjective Well-Being Scale (CW-SWBS), and was contextually adapted as appropriate. The data was analyzed using structural equation modelling (SEM). The results indicate that higher levels of satisfaction with peer and teacher relationships, as well as fewer experiences of perceived violence, are associated with the subjective well-being of immigrant children. Thus, our model presents a good fit and accounts for 30% of the subjective well-being variance. Our results indicate the importance of social relationships, specifically with peers and teachers, and reinforces school as a crucial context for significant social support and correspondingly may improve immigrant children’s subjective well-being.

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与朋友和老师的关系以及校园暴力经历对移民儿童主观幸福感的影响

摘要虽然移民儿童的个人轨迹可能各不相同，但对大多数儿童来说，上学是一种集体经历。在考虑儿童如何融入各自的学校环境时，与同学和老师的社交互动可能会促进他们融入学校的难易程度和整体主观幸福感，以及在学校环境中的潜在暴力体验。本研究的目的是：(a) 探讨与朋友相处的满意度、教师和校园暴力对移民儿童主观幸福感的贡献；(b) 研究上述贡献及其随后的关联在不同代际之间有何差异。调查对象是来自 21 个国家的 8360 名 9-13 岁儿童，他们表示自己或父母中至少有一人出生在外国。参与者填写了一份调查问卷，其中包括人口统计学信息和国际儿童幸福感调查（ISCWeB）中的有效测量指标，包括儿童世界主观幸福感量表（CW-SWBS），并根据具体情况进行了适当调整。数据采用结构方程模型（SEM）进行分析。结果表明，对同伴关系和师生关系的满意度越高，感知到的暴力经历越少，移民儿童的主观幸福感就越高。因此，我们的模型具有很好的拟合度，能够解释 30% 的主观幸福感差异。我们的研究结果表明了社会关系的重要性，特别是与同伴和老师的关系，并强调了学校是获得重要社会支持的关键环境，因此可以改善移民儿童的主观幸福感。

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来源期刊

Journal of Happiness Studies Multiple-

CiteScore

8.60

自引率

6.50%

发文量

110

期刊介绍： The international peer-reviewed Journal of Happiness Studies is devoted to theoretical and applied advancements in all areas of well-being research. It covers topics referring to both the hedonic and eudaimonic perspectives characterizing well-being studies. The former includes the investigation of cognitive dimensions such as satisfaction with life, and positive affect and emotions. The latter includes the study of constructs and processes related to optimal psychological functioning, such as meaning and purpose in life, character strengths, personal growth, resilience, optimism, hope, and self-determination. In addition to contributions on appraisal of life-as-a-whole, the journal accepts papers investigating these topics in relation to specific domains, such as family, education, physical and mental health, and work. The journal welcomes high-quality theoretical and empirical submissions in the fields of economics, psychology and sociology, as well as contributions from researchers in the domains of education, medicine, philosophy and other related fields. The Journal of Happiness Studies provides a forum for three main areas in happiness research: 1) theoretical conceptualizations of well-being, happiness and the good life; 2) empirical investigation of well-being and happiness in different populations, contexts and cultures; 3) methodological advancements and development of new assessment instruments. The journal addresses the conceptualization, operationalization and measurement of happiness and well-being dimensions, as well as the individual, socio-economic and cultural factors that may interact with them as determinants or outcomes. Central Questions include, but are not limited to: Conceptualization: What meanings are denoted by terms like happiness and well-being? How do these fit in with broader conceptions of the good life? Operationalization and Measurement: Which methods can be used to assess how people feel about life? How to operationalize a new construct or an understudied dimension in the well-being domain? What are the best measures for investigating specific well-being related constructs and dimensions? Prevalence and causality Do individuals belonging to different populations and cultures vary in their well-being ratings? How does individual well-being relate to social and economic phenomena (characteristics, circumstances, behavior, events, and policies)? What are the personal, social and economic determinants and causes of individual well-being dimensions? Evaluation: What are the consequences of well-being for individual development and socio-economic progress? Are individual happiness and well-being worthwhile goals for governments and policy makers? Does well-being represent a useful parameter to orient planning in physical and mental healthcare, and in public health? Interdisciplinary studies: How has the study of happiness developed within and across disciplines? Can we link philosophical thought and empirical research? What are the biological correlates of well-being dimensions?