Free AccessCall for Papers: “How Does Well-Being in School Matter? Predictors, Effects, and Promotion”A Topical Issue of the Zeitschrift für PsychologieTina Hascher, Katariina Salmela-Aro, and Heta TuominenTina Hascher Institute of Educational Science, Department of Research in School and Instruction, University of Bern, Switzerland Search for more papers by this author, Katariina Salmela-Aro Department of Education, University of Helsinki, Finland Search for more papers by this author, and Heta Tuominen Department of Education, University of Helsinki, Finland Turku Institute for Advanced Studies, University of Turku, Finland Search for more papers by this authorPublished Online:February 04, 2021https://doi.org/10.1027/2151-2604/a000432PDF ToolsAdd to favoritesDownload CitationsTrack Citations ShareShare onFacebookTwitterLinkedInReddit SectionsMoreWell-being in school is a construct that has been widely investigated during the last decades and has attracted even more attention recently due to the current COVID-19 pandemic. Well-being in school is understood here as a multi-dimensional construct that takes the complexity of the term “well-being” and the educational setting into account. 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, the effects, and the ways of promoting well-being in school.We are looking for both full original empirical papers and thematic/conceptual review articles that focus on well-being in school from Kindergarten to grade 12 (K-12) from students’, teachers’, principals’ or whole-school perspective. Our goal is to collect together knowledge on well-being in school from different disciplines, such as educational science, educational psychology, work and organizational psychology, developmental psychology, clinical psychology, cognitive psychology, social psychology, and sociology of education. Especially welcome are papers that advance our knowledge of the processes and development of student well-being and teacher well-being.How to submit: Interested authors should submit a letter of intent including: (1) a working title for the manuscript, (2) names, affiliations, and contact information for all authors, and (3) an abstract of no more than 500 words detailing the content of the proposed manuscript to the guest editors (email: heta.tuominen@helsinki.fi).There is a two-stage submissions process. Initially, interested authors are requested to submit only abstracts of their proposed papers. Authors of the selected abstracts will then be invited to submit full papers. All papers will undergo blind peer review.Deadline for submission of abstracts is June 15, 2021.Deadline for submission of full papers is November 1, 2021.The journal seeks to maintain a short turnaround time, with the final version of the accepted papers being due by March 15, 2022. The topical issue will be published as issue 3 (2022).For additional information, please contact:tina.hascher@edu.unibe.ch, katariina.salmela-aro@helsinki.fi, heta.tuominen@helsinki.fiAbout the JournalThe Zeitschrift für Psychologie, founded in 1890, is the oldest psychology journal in Europe and the second oldest in the world. One of the founding editors was Hermann Ebbinghaus. Since 2007 it is published in English and devoted to publishing topical issues that provide state-of-the-art reviews of current research in psychology.Guidelines for Article PreparationOnly English-language submissions can be considered.Contributions must be original (not published previously or currently under review for publication elsewhere).Review and original articles should not exceed 45,000 characters and spaces in length, including references, figures, and tables (allowances for figures and tables should be deducted on the basis of size – approximately 1,250 characters for a quarter-page figure/table).Other submission formats (short reports, research summaries, opinion pieces, etc.) are also considered, please contact the editors for details.Reference citations in the text and in the reference list should be in accordance with the principles set out in the Publication Manual of the American Psychological Association (6th ed.) – see also any recent issue of the journal.For detailed author guidelines, please see the journal’s website at https://www.hogrefe.com/us/journal/zeitschrift-fuer-psychologie. Note also the Ethics and Research Transparency Form that all authors are expected to complete and submit with their manuscript: https://www.hogrefe.com/us/journal/zeitschrift-fuer-psychologieFiguresReferencesRelatedDetailsCited byConceptualisation of students’ school-related wellbeing: students’ and teachers’ perspectives9 November 2021 | Educational Research, Vol. 63, No. 4 Topical Issue: Hotspots in Psychology 2021Volume 229Issue 1January 2021ISSN: 2190-8370eISSN: 2151-2604 InformationZeitschrift für Psychologie (2020), 229, pp. 85-86 https://doi.org/10.1027/2151-2604/a000432.© 2020Hogrefe PublishingPDF download