Student well-being: In search of definitions, measures, and research designs

IF 4.7 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Kathryn Wentzel
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引用次数: 0

Abstract

Background

Little is known about the role of teachers in promoting student well-being. In part, this is due to varied definitions of well-being, imprecise measurement, and unclear theoretical models that specify social influences. To address these concerns, the authors of this special issue focus on student well-being and teacher-related antecedents.

Method

In this commentary, I evaluate the various definitions of well-being offered by each author and their implications for understanding links between well-being and contextual factors. I also examine the theoretical foundations of each paper and consider the impact of the teacher characteristics and instructional strategies on student well-being. Finally, I consider the measurement and design strategies utilized in the special issue studies and how they might lead the field forward.

Results

Different approaches to defining and measuring well-being highlight its multi-dimensional nature. A number of antecedents of well-being also are identified, ranging from autonomy-supportive teaching and teacher-student relationships to teachers’ attitudes towards cultural phenomenon and immigration. Finally, studies utilize multi-informant and multi-level assessments and longitudinal and mediational designs.

Conclusion

The authors identify teacher-related, instructional, and climate factors that contribute to students’ subjective well-being, highlighting the notion that well-being can be manifest along multiple dimensions and multiple levels of functioning. In addition, the authors examine a number of factors that contribute to student well-being, identifying important antecedents. The use of multi-informant and multi-level assessments along with longitudinal designs also strengthened this work. Overall, the papers in this SI offer clear pathways for future research in this area.

学生福祉:寻找定义、衡量标准和研究设计
人们对教师在促进学生幸福方面的作用知之甚少。部分原因在于对幸福感的定义不一,测量不精确,以及明确社会影响因素的理论模型不清晰。为了解决这些问题,本特刊的作者们重点研究了学生的幸福感以及与教师相关的前因。在这篇评论中,我将对每位作者提出的各种幸福感定义及其对理解幸福感与环境因素之间联系的影响进行评估。我还研究了每篇论文的理论基础,并考虑了教师特点和教学策略对学生幸福感的影响。最后,我考虑了特刊研究中使用的测量和设计策略,以及这些策略如何引领该领域向前发展。界定和衡量幸福感的不同方法凸显了幸福感的多维性。此外,还确定了一些幸福感的前因,从自主支持型教学和师生关系,到教师对文化现象和移民的态度,不一而足。最后,研究采用了多信息和多层次评估以及纵向和中介设计。作者确定了有助于学生主观幸福感的教师相关因素、教学因素和氛围因素,强调了幸福感可以从多个维度和多个层面体现出来的概念。此外,作者还研究了一些影响学生幸福感的因素,确定了重要的前因。多信息和多层次评估以及纵向设计的使用也加强了这项工作。总之,本 SI 中的论文为这一领域的未来研究提供了明确的途径。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
11.30
自引率
4.80%
发文量
109
期刊介绍: As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.
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