国内外学校幸福感研究评述
A Review of Studies on School Well-Being at Home and Abroad
DOI: 10.12677/ASS.2023.124218, PDF,   
作者: 蔡盛梁:福建师范大学心理学院,福建 福州
关键词: 学校幸福感学校满意度在校积极情感School Well-Being School Satisfaction School Positive Emotion
摘要: 青少年学生在学校中面临许多的挑战,这些挑战会让青少年学生面临许多的压力。了解青少年学生的学校幸福感能够找到应对压力的方法。学校幸福感是基于学生自身并在学校生活过程中与学校的交互作用下产生的主观情绪体验和客观认识评价,包括学校满意度、在校积极情感和在校消极情感。本文综述了国内外与学校幸福感有关的研究。学校幸福感的研究多为学生群体的问卷研究,缺少质性研究和实验研究。
Abstract: Young students face many challenges in school, and these challenges will allow young students to face a kind of stress. Learning about school well-being in teenagers can find ways to cope with stress. School well-being is based on the subjective emotional experience and objective awareness evaluation of the students themselves and the school’s life process, including school satisfaction, college positive emotions and negative emotions in school. This paper reviews the research of school well-being at home and abroad. The study of school well-being is mostly a questionnaire study of students, and lacks qualitative research and experimental research.
文章引用:蔡盛梁. 国内外学校幸福感研究评述[J]. 社会科学前沿, 2023, 12(4): 1611-1616. https://doi.org/10.12677/ASS.2023.124218

参考文献

[1] 鲍玲, 贾林祥. 大学生学校幸福感研究综述[J]. 江苏师范大学学报(教育科学版), 2013, 4(S2): 16-19. [Google Scholar] [CrossRef
[2] 田丽丽. 青少年学校幸福感量表的编制[J]. 心理发展与教育, 2008, 24(3): 100-106.
[3] Steinmayr, R., Crede, J., McElvany, N. and Wirthwein, L. (2016) Subjective Well-Being, Test Anxiety, Academic Achievement: Testing for Reciprocal Effects. Frontiers in Psychology, 8, 1994. [Google Scholar] [CrossRef] [PubMed]
[4] Upadyaya, K. and Salmela-Aro, K. (2013) Development of School Engagement in Association with Academic Success and Well-Being in Varying Social Contexts. A Review of Empirical Research. European Psychologist, 18, 136-147. [Google Scholar] [CrossRef
[5] Putwain, D.W., Loderer, K., Gallard, D. and Beaumont, J. (2019) School-Related Wellbeing Promotes Adaptability, Achievement and Behavioural Conduct: A Longitudinal Examination. British Journal of Educational Psychology, 90, 92-108. [Google Scholar] [CrossRef] [PubMed]
[6] Hascher, T. and Edlinger, H. (2009) Positive Emotionen und Wohlbefinden in der Schule—ein Überblick uber Forschungszugange und Erkenntnisse [Positive Emotions and Well-Being at School—An Overview of Research Approaches and Findings]. Psychologie in Erziehung und Unterricht, 56, 105-122.
[7] Kiuru, Wang, M.-T., Salmela-Aro, K., Kannas, L., Ahonen, T. and Hirvonen, R. (2020) Transactional Associations between Adolescents’ Interpersonal Relationships, School Well-Being, and Academic Achievement during Educational Transitions. Journal of Youth and Adolescence, 49, 1057-1072. [Google Scholar] [CrossRef] [PubMed]
[8] Celik, I. (2022) Revisiting General Strain Theory: Studying the Predictors of Adolescents? Antisocial Behavior in Vestland County, Norway. Children and Youth Services Review, 139, Article ID: 106556. [Google Scholar] [CrossRef
[9] Barene, S., Ruud-Tronsmoen, A. and Johansen, P.F. (2022) Associations between Demographic Characteristics, Lifestyle Factors and School-Related Conditions and Symptoms of Mental Health Problems in Norwegian Upper Secondary School Students. International Journal of Environmental Research and Public Health, 19, Article No. 9575. [Google Scholar] [CrossRef] [PubMed]
[10] Hascher, T. (2010) Wellbeing. In: Peterson, P., Baker, E. and McGaw, B., Eds., International Encyclopedia of Education, Vol. 6, Elsevier, Amsterdam, 732-738. [Google Scholar] [CrossRef
[11] Leinonen, J. (2018) The Connection between Classroom Behavioral Climate and School Well-Being of Finnish Sixth Grade Students. Master’s Thesis in Special Education, University of Jyvaskyla, Jyvaskyla. https://jyx.jyu.fi/bitstream/handle/123456789/58581/1/URN%3ANBN%3Afi%3Ajyu-201806153237.pdf
[12] Pintrich, P.R. and Maehr, M.L. (2004) Motivating Students, Improving Schools: The Legacy of Carol Midgley. Emerald Group Publishing Limited, Bingley.
[13] Zullig, K.J., Huebner, E.S. and Patton, J.M. (2011) Relationships among School Climate Domains and School Satisfaction. Psychology in the Schools, 48, 133-145. [Google Scholar] [CrossRef
[14] Ivaniushina, V. and Alexandrov, D. (2018) Anti-School Attitudes, School Culture and Friendship Networks. British Journal of Sociology of Education, 39, 698-716. [Google Scholar] [CrossRef
[15] Kiuru, N., Poikkeus, A.-M., Lerkkanen, M.-K., Pakarinen, E., Siekkinen, M., Ahonen, T. and Nurmi, J.-E. (2012) Teacher-Perceived Supportive Classroom Climate Protects against Detrimental Impact of Reading Disability Risk on Peer Rejection. Learning and Instruction, 22, 331-339. [Google Scholar] [CrossRef
[16] Wang, M.-T. and Eccles, J.S. (2013) School Context, Achievement Motivation, and Academic Engagement: A Longitudinal Study of School Engagement Using a Multidimensional Perspective. Learning and Instruction, 28, 12-23. [Google Scholar] [CrossRef
[17] Modin, B. and Ostberg, V. (2009) School Climate and Psychosomatic Health: A Multilevel Analysis. School Effectiveness and School Improvement, 20, 433-455. [Google Scholar] [CrossRef
[18] McFadden, K., Berry, T., McHugh, T.-L. and Rodgers, W. (2022) Relationships of Automatic Associations, Affect, and Outcome Expectations with Adolescents’ Impulsive Decision to Opt into Physical Activity. International Journal of Sport and Exercise Psychology, 20, 1734-1751. [Google Scholar] [CrossRef
[19] Manuel, D., Savahl, S., Casas, F., et al. (2020) The Relation between Subjective Well-Being and Career Aspirations amongst a Sample of Adolescents in Low Socioeconomic Status Communities in Cape Town. Journal of Community Psychology, 48, 2702-2722. [Google Scholar] [CrossRef] [PubMed]
[20] Markus, S., Rieser, S. and Schwab, S. (2022) The Gender-Specific Role of Social Relationships for School Well-Being in Primary School Do Peers and Teachers Matter Differently? Journal of Psychology, 230, 215-228. [Google Scholar] [CrossRef
[21] Hoferichter, F., Hirvonen, R. and Kiuru, N. (2021) The Development of School Well-Being in Secondary School: High Academic Buoyancy and Supportive Class- and School Climate as Buffers. Learning and Instruction, 71, Article ID: 101377. [Google Scholar] [CrossRef
[22] Jiang, X., Shi, D.X., Fang, L. and Ferraz, R.C. (2022) Teacher-Student Relationships and Adolescents’ School Satisfaction: Behavioural Engagement as a Mechanism of Change. British Journal of Educational Psychology, 92, 1444-1457. [Google Scholar] [CrossRef] [PubMed]
[23] Fegter, S. and Kost, M. (2023) Visibility and Well-Being in School Environments: Children’s Reflections on the “New Normal” of Teaching and Learning during the Covid-19 Pandemic. International Journal on Child Maltreatment: Research, Policy and Practice, 1-15. [Google Scholar] [CrossRef] [PubMed]
[24] 刘在花. 学校氛围对中学生学习投入的影响: 学校幸福感的中介作用[J]. 中国特殊教育, 2017(4): 85-90.
[25] 刘在花. 学校氛围对流动儿童学习投入的影响——学校幸福感的中介作用[J]. 中国特殊教育, 2018(1): 52-57.
[26] 巢传宣. 学校幸福感与家庭幸福感对大学生学习投入度的影响及其比较[J]. 新余学院学报, 2020, 25(1): 120-124.
[27] 徐婷, 巢传宣. 高职生学校幸福感对学习投入的影响: 班级环境的中介作用[J]. 职教论坛, 2020(8): 172-176.
[28] 曹新美, 刘在花. 学校幸福感在中学生学业压力与学习投入之间的调节作用[J]. 中国特殊教育, 2017(6): 86-90.
[29] 刘旺. 基于学生基本心理需要满足的学校幸福感干预研究[J]. 华南师范大学学报(社会科学版), 2018(2): 104-111.
[30] 刘在花. 在京流动儿童学习乐观现状及对学校幸福感的影响[J]. 中国特殊教育, 2018(6): 58-65.
[31] 张振东, 李松璞, 张文婧, 袁瑞, 张秀丽. 青少年感知的体育教师自主性支持与学校幸福感的关系探究: 坚毅品质的中介作用[J]. 河南师范大学学报(自然科学版), 2022, 50(4): 129-135. [Google Scholar] [CrossRef
[32] Tian, L.L., Du, M.M. and Huebner, E.S. (2015) The Effect of Gratitude on Elementary School Students’ Subjective Well-Being in Schools: The Mediating Role of Prosocial Behavior. Social Indicators Research, 122, 887-904. [Google Scholar] [CrossRef
[33] Wang, C., Pan, R., Wan, X., et al. (2020) A Longitudinal Study on the Mental Health of General Population during the COVID-19 Epidemic in China. Brain, Behavior, and Immunity, 87, 40-48. [Google Scholar] [CrossRef] [PubMed]
[34] Wong, M. (2020) Online Teaching: A Prospective Educational Model? http://www.china.org.cn/opinion/2020-04/20/content_75952841.htm
[35] Cao, W., Fang, Z., Hou, G., Han, M., Xu, X., Dong, J. and Zheng, J. (2020) The Psychological Impact of the COVID-19 Epidemic on College Students in China. Psychiatry Research, 287, Article ID: 112934. [Google Scholar] [CrossRef] [PubMed]
[36] Yuan, S. and You, M. (2022) Effects of Physical Activity on College Students’ Subjective Well-Being during COVID-19. Journal of Epidemiology and Global Health, 12, 441-448. [Google Scholar] [CrossRef] [PubMed]
[37] Huang, L. and Zhang, T. (2022) Perceived Social Support, Psychological Capital, and Subjective Well-Being among College Students in the Context of Online Learning during the COVID-19 Pandemic. The Asia-Pacific Education Researcher, 31, 563-574. [Google Scholar] [CrossRef