How Does Well-Being in School Matter?
Hogrefe Publishing (Verlag)
978-0-88937-624-3 (ISBN)
* Written by leading experts
* Explores teacher and student well-being
* Looks at different approaches and tools
* Presents research from educational sciences, educational psychology, and health science
Although there is agreement that well-being in school matters - for example, for student achievement, teacher optimal functioning, and school effectiveness - a more profound understanding is needed about the predictors, effects, and ways of promoting well-being in school. This topical volume presents up-to-date research on the role of well-being in school from the fields of educational sciences, educational psychology, and health science. The contributions investigate both teacher well-being and student well-being in different countries and by using various advanced methods.
Importantly, well-being in school is understood in these articles as a multidimensional construct that takes the complexity of the term well-being and the educational setting into account. Accordingly, the contributors explore a range of approaches and instruments of how well-being in school can be investigated and discuss the benefits for individuals, schools, and educational systems in promoting well-being. The findings support the prominent role of well-being for students' and teachers' lives and encourage further research on well-being in school as there is a need for much more scientific knowledge in both theory and practice.
Tina Hascher, PhD, Bern, Switzerland. Heta Tuominen, PhD, Helsinki, Finland. Katariina Salmela-Aro, PhD, Helsinki, Finland.
Editorial
How Does Well-Being in School Matter? Effects, Influencing Factors, and Promotion
Tina Hascher, Heta Tuominen, and Katariina Salmela-Aro
Original Articles
Profiles of School-Related Well-Being and Their Links to Self-Esteem and Academic Achievement
Julia Holzer, Selma Korlat, Sarah Burger, Christiane Spiel, and Barbara Schober
On the Relationship Between Student Well-Being and Academic Achievement:
A Longitudinal Study Among Secondary School Students in Switzerland
Julia Morinaj and Tina Hascher
The Gender-Specific Role of Social Relationships for School Well-Being in Primary School: Do Peers and Teachers
Matter Differently?
Stefan Markus, Svenja Rieser, and Susanne Schwab
Promoting Well-Being in Students Through an Art-of-Living Intervention: Developing an Online Training for Eighth
and Ninth Graders
Rebekka Tavakoli, Ronja Muller, Enya Jeske, Nina Schafbuch, and Bernhard Schmitz
Promoting Student Teachers' Well-Being: A Multi-Study Approach Investigating the Longitudinal Relationship Between
Emotional Exhaustion, Emotional Support, and the Intentions of Dropping Out of University
Anna Hartl, Doris Holzberger, Julia Hugo, Kristin Wolf, and Mareike Kunter
In the Midst of a Pandemic: Australian Teachers Talk About Their Well-Being
Susan Beltman, Tina Hascher, and Caroline Mansfield
A Consequential Partnership: The Association Between Teachers' Well-Being and Students' Well-Being and the Role
of Teacher Support as a Mediator
Ludwig Bilz, Saskia M. Fischer, Anne-Cathrin Hoppe-Herfurth, and Nancy John
| Erscheinungsdatum | 07.07.2022 |
|---|---|
| Reihe/Serie | Zeitschrift für Psychologie ; Vol. 230/3 |
| Verlagsort | Toronto |
| Sprache | englisch |
| Maße | 210 x 277 mm |
| Themenwelt | Geisteswissenschaften ► Psychologie ► Entwicklungspsychologie |
| Geisteswissenschaften ► Psychologie ► Pädagogische Psychologie | |
| Geisteswissenschaften ► Psychologie ► Sozialpsychologie | |
| Medizin / Pharmazie | |
| Sozialwissenschaften ► Pädagogik | |
| Schlagworte | Educational Psychology • student and teacher well-being • Well-being in schools |
| ISBN-10 | 0-88937-624-7 / 0889376247 |
| ISBN-13 | 978-0-88937-624-3 / 9780889376243 |
| Zustand | Neuware |
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