Subjective Well-being In School Research Articles

Prediction of suicidal ideation among preadolescent children with machine learning models: A longitudinal study

BackgroundMachine learning (ML) has been widely used to predict suicidal ideation (SI) in adolescents and adults. Nevertheless, studies of accurate and efficient models of SI prediction with preadolescent children are still needed because SI is surprisingly prevalent during the transition into adolescence. This study aimed to explore the potential of ML models to predict SI among preadolescent children. MethodsA total of 4691 Chinese children (54.89 % boys, Mage = 10.92 at baseline) and their parents completed relevant measures at baseline and the children provided 6-month follow-up data for SI. The current study compared four ML models: Random Forest (RF), Decision Tree (DT), Support Vector Machine (SVM), and Multilayer Perceptron (MLP), to predict SI and to identify variables with predictive value based on the best-performing model among Chinese preadolescent children. ResultsThe RF model achieved the highest discriminant performance with an AUC of 0.92, accuracy of 0.93 (balanced accuracy = 0.88). The factors of internalizing problems, externalizing problems, neuroticism, childhood maltreatment, and subjective well-being in school demonstrated the highest values in predicting SI. ConclusionThe findings of this study suggested that ML models based on the observation and assessment of children's general characteristics and experiences in everyday life can serve as convenient screening and evaluation tools for suicide risk assessment among Chinese preadolescent children. The findings also provide insights for early intervention.

Teachers' judgment accuracy of students’ subjective well-being in school: In search of explanatory factors

This study investigated teachers' judgment accuracy of students' subjective well-being and characteristics explaining the specificity in teacher reports (i.e., non-agreement with student self-reports). We drew from the self-reports of 2592 grade six students and the ratings of 432 teachers. Findings show that teachers' judgement accuracy of students' subjective well-being is low to moderate, indicating considerable specificity in teacher reports. Students' gender, special educational needs and achievement predicted the specificity. Teaching experience was negatively associated with the specificity for academic self-concept, while teachers’ self-efficacy, attitudes towards inclusion and responsibility were positively related to the specificity for emotional well-being and social inclusion.

The Mediating Role of Emotion Regulation in the Relationship between Self-Compassion and Subjective Well-Being in School in Secondary School Students

This study focuses on the mediating role of emotion regulation in the relationship between self-compassion and subjective well-being in school in secondary school students. The Brief Adolescents’ Subjective Well-Being in School Scale, Self-Compassion Scale for Adolescents and Emotion Regulation Scale for Adolescents were administered to a sample of 415 adolescents (48.9% females and 51.1% ma-les). The data was analysed with correlation analysis and regression-based mediation analysis to inves-tigate the relationship between emotion regulation, self-compassion and subjective well-being in school. Furthermore, a bootstrap method was used to examine the direct and indirect effects in the mediation model. The findings showed that internal functional and external dysfunctional emotion regulation, which are sub-dimensions of emotion regulation, have a mediating effect on the relationship between self-compassion and subjective well-being at school. The results obtained are discussed in the context of the relevant literature.

The relationship between subjective well-being in school and children’s participation rights: International evidence from the Children’s Worlds survey

This paper considers the relationship between children’s subjective well-being at school and the fulfilment of their participation rights. Our research focuses on the association between children’s involvement in decision-making in school and their subjective well-being (SWB) using international evidence from the Children’s Worlds survey. The analysis uses data from the third wave of the Children’s Worlds survey collected from 12-year-olds within 13 EU and former EU countries. We focus on the school in response for calls for more domain-specific analysis of children’s SWB, and in light of the considerable amount of time children spend in school and the compulsory nature of schooling. We identify an association between subjective well-being and participation in decision-making at school, across all countries included in this study, except Malta. The paper also finds that relationships with teachers and other peers (as measured by bullying) also impact upon children’s school-based SWB.

Co-Developmental Trajectories of Components of Subjective Well-Being in School: Associations with Predictors and Outcomes Among Elementary School Students

Co-Developmental Trajectories of Components of Subjective Well-Being in School: Associations with Predictors and Outcomes Among Elementary School Students

The Effects of Family Functioning Dimensions on the Subjective Well-being among High School Students

Subjective well-being in school offers myriad benefits for the overall development and well-being of students and is thus crucial. This study examines the effects of the family functioning dimensions of cohesion, flexibility, and communication on subjective well-being displayed by students on school premises. An aggregate of 475 students from five high schools in Greater Jakarta participated in this study. The Brief Adolescents’ Subjective Well-Being in School Scale was administered to measure subjective well-being in school. The Family Adaptability and Cohesion Evaluation Scale and the Family Communication Scale were employed to measure family functioning. The results revealed that family flexibility and family communication positively and significantly affected the subjective well-being of students. Family communication exerted a more substantial influence than the other dimensions of family functioning because it could enhance the other dimensions. Prospective studies should investigate more specific student characteristics, such as living independently without parents or living with a single parent.

Development and Validation of a Indonesian translate Brief Adolescents Subjective Wellbeing in School Scale

The purpose of this research is to adapt the Brief adolescents' subjective wellbeing in BASWBSS school and to analyze the psychometric properties of the BASWBSS in Indonesian samples. BASWBSS development consists of two components, namely cognitive and affective. The research subjects were 275 students in four high school schools in Surabaya. The psychometric properties of the items are generally adequate with a good estimate of the loading factor. In the dimension of satisfaction at school, the estimated loading factor is 0.60 to 0.82. The dimension of affect in schools is the estimated value of the loading factor from 0.76 to 0.81. The first-order CFA model showed a good fit with P> 0.05 = 0.046, RMSEA =. 0.047, GFI = 0.94, CFI = 0.99, SRMR = 0.04. Construct reliability on satisfaction at school is 0.887 and the impact dimension at school is 0.762. Â Keywords: satisfaction at school, affect at school, students

Effects of Achievement Goal Orientation Types on Subjective Well-being

In the midst of increasing academic pressure, the subjective well-being of high school students tends to decline as they undergo the school years. In this regard, measuring subjective well-being in specific contexts is necessary to ensure thorough and accurate information that better represents their situation. For this purpose, the study uses subjective well-being in school, which consists of school satisfaction, positive affect, and negative affect. Out of the variables that correlate to subjective well-being in school, achievement goal orientation needs more attention. Thus, the study examines the effects of each type of goal orientation on subjective well-being in school using a 2 × 2 framework. Based on linear regression analysis, mastery-approach goal, performance-approach goal, and performance-avoidance goal have a significant effect on the subjective well-being of 11th-grade high school students in school. However, the opposite is true for the mastery-avoidance goal. The research supports previous research and provides broad information about achievement goal orientation as described by the 2 × 2 framework.

Prosocial Behavior and Subjective Well-Being in School among Elementary School Students: the Mediating Roles of the Satisfaction of Relatedness Needs at School and Self-Esteem

We examined the multiple mediating effects of the satisfaction of relatedness needs at school and self-esteem in the relation between prosocial behavior and subjective well-being (SWB) in school among elementary school students employing a four-wave longitudinal design with six-month time intervals. At the baseline assessment, 1058 Chinese elementary school students (575 males; Mage = 9.44) completed a multi-measure questionnaire. A total of 776 students participated in the study on all four occasions. Results of structural equation modeling showed that: (a) Prosocial behavior at Time 1 positively predicted SWB in school at Time 4. (b) The satisfaction of relatedness needs at school at Time 2 mediated the path from prosocial behavior at Time 1 to SWB in school at Time 4; the mediating effect of self-esteem at Time 3 between prosocial behavior at Time 1 and SWB in school at Time 4 was not significant. (c) Prosocial behavior at Time 1 showed indirect effects on SWB in school at Time 4 successively via the satisfaction of relatedness needs at school at Time 2 and self-esteem at Time 3. Limitations of the study and implication of the results were discussed.

Peranan Persepsi Dukungan Sosial terhadap Kesejahteraan Subjektif di Sekolah pada Siswa Pondok Pesantren Modern

Social support is important to predict subjective well-being in school for students, especially support from friends, parents, and teachers. Students who study at Modern Islamic Boarding, they interact with friends and teachers more often than with parents. The purpose of this study to examine the role of perceived social support from friends, parents, and teachers to enhace subjective well-being in school, and also with each dimension of subjective well-being in school, school satisfaction and affect in school. Participants in this study (N = 264) were a junior high school in grades 7 and 8 in one of the Modern Islamic Boarding School in West Java. The data was obtained using a questionnaire. A multiple regression and path analysis were used to analyze the data. The results shows that perceived social support from friends and teacher has positive impact to subjective well-being in school, while perceived social support from parents is not significantly correlated. Futhermore, perceived social support from friends also has a positive role to enhace school satisfaction and affect in school, perceived social support from teacher significantly correlated with school satisfaction but not with affect in school. The limitation of the study and suggestion for future research were discussed.

Longitudinal Associations and Mechanisms Between Achievement Goals and Subjective Well-Being in School in Chinese Adolescents

Based on the interplay between achievement goals theory and social comparison theory, our study focused on how achievement goals relate to subjective well-being in the school context in Chinese adolescents. Specifically, we addressed a theoretical model that specified that academic social comparisons and self-esteem would serve as mediators in the relation between achievement goals and subjective well-being in school in Chinese adolescents. At baseline, the sample included 894 students (461 girls and 433 boys) from grade 7. Students completed multiple self-report measures on three occasions at 1-year intervals. The findings from structural equation modeling analyses revealed that mastery goals, but not performance goals, displayed statistically significant indirect effects on subjective well-being in school successively via academic social comparisons and self-esteem. The results are discussed with respect to their implications for research and interventions in schools.

Bidirectional Relations Between Subjective Well-Being in School and Prosocial Behavior Among Elementary School-Aged Children: A Longitudinal Study

The development of prosocial behavior is a significant aspect of children’s social well-being. From the perspective of positive psychology, subjective well-being (SWB) in school is likely a particularly relevant construct in elementary school-aged children’s prosocial development. Research on the relation between SWB in school and prosocial behavior among elementary school-aged children is limited and the relation remains to be clarified using more stringent, longer-term longitudinal methodology and analyses. Our primary goal was to examine the longitudinal relations between SWB in school and prosocial behavior among elementary school-aged children in a longitudinal framework. A total of 634 Chinese elementary school-aged children (baseline Mage = 9.01) participated on three measurement occasions across 2 years at 12-month intervals. Data on children’s SWB in school and prosocial behavior was collected from participants’ self-reports. Longitudinal measurement invariance was tested for the scales. A series of three-wave autoregressive cross-lagged models were used to examine whether SWB in school predicted prosocial behavior or vice versa, and whether the pattern of relations between them was stable over time. Results revealed positive, bidirectional relations between SWB in school and prosocial behavior among elementary school-aged children, after controlling for gender, grade level, and parental education levels. This pattern of relations was stable over time. The relation between SWB in school and prosocial behavior is positive and bidirectional among elementary school-aged children. These results suggest the importance of comprehensive social-emotional interventions in promoting the positive development of elementary school-aged children.

Mastery goal orientations and subjective well-being in school among elementary school students: The mediating role of school engagement

Based on the self-system model of motivational development, we examined the mediating role of school engagement, including cognitive engagement and behavioral engagement, in accounting for the relation between mastery goal orientations and subjective well-being in school among elementary school students. A total of 974 Chinese children (440 females, 534 males; Mage = 9.52, SD = 0.95) completed multiple self-report questionnaires at four time points, 6 months apart, across a 2-year period. Structural equation modeling was used to examine the hypotheses, controlling for the initial levels of mediating and dependent variables, and demographic variables (i.e., gender, age, and parental education levels). Results indicated that (a) mastery goal orientations at Time 1 positively related to subjective well-being in school at Time 4; (b) cognitive engagement at Time 2 mediated the relation between mastery goal orientations at Time 1 and subjective well-being in school at Time 4; and (c) mastery goal orientations at Time 1 displayed indirect effects on subjective well-being in school at Time 4 successively via the chain mediation of cognitive engagement at Time 2 and behavioral engagement at Time 3. These findings suggested that, in order to promote positive subjective well-being in elementary school students, school professionals and parents should simultaneously encourage students to cultivate mastery goal orientations and high levels of cognitive and behavioral school engagement.

The reciprocal relations among prosocial behavior, satisfaction of relatedness needs at school, and subjective well-being in school: A three-wave cross-lagged study among Chinese elementary school students

We examined the reciprocal relations among prosocial behavior, satisfaction of relatedness needs at school, and subjective well-being in school among Chinese elementary school students using a 3-wave longitudinal study with a 6-month interval. A total of 1018 elementary school students (Mage = 9.44 years; 53.90% male) completed a multi-measure questionnaire that tapped the targeted variables at three time points. After controlling for gender, age, and parental educational level, the results revealed that (a) Prosocial behavior, satisfaction of relatedness needs at school, and subjective well-being in school reciprocally facilitated each other directly; (b) prosocial behavior indirectly enhanced subjective well-being in school via satisfaction of relatedness needs at school, and subjective well-being in school indirectly enhanced prosocial behavior via satisfaction of relatedness needs at school. Limitations and practical applications were discussed.

Relations among academic achievement, self-esteem, and subjective well-being in school among elementary school students: A longitudinal mediation model.

Situated within a positive psychology perspective, the current study examined the relations among academic achievement, self-esteem, and subjective well-being (SWB) in school among Chinese elementary school students using a longitudinal mediation model. A total of 807 elementary school students (Mage = 9.43 years; 52.9% male) completed a multimeasure questionnaire that tapped the targeted variables at 3 time points, across 18 months. After controlling for gender, age, and family socioeconomic status, the results revealed that (a) academic achievement positively predicted later SWB in school; (b) self-esteem at Time 2 completely mediated the relation between academic achievement at Time 1 and SWB in school at Time 3; and (c) significant bidirectional relations were observed between self-esteem and SWB in school. Limitations and practical applications related to the cultural context of China were discussed. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

The developmental trajectory of behavioral school engagement and its reciprocal relations with subjective well-being in school among Chinese elementary school students

Although the development of elementary school students' behavioral school engagement in Western societies has received much research attention, longitudinal research on its development and predictors in China is still sparse. This two-year, four-wave, accelerated longitudinal study investigated the developmental trajectory of behavioral school engagement across Grades 3–6 among Chinese school students. Based on positive psychology constructs, we investigated the longitudinal relations between subjective well-being (SWB) in school and behavioral school engagement. Data were collected from self-report questionnaires completed by 1057 children (572 males, Mage = 9.4) from Grades 3–5 at the time of the first assessment. Analyses of latent growth curve models indicated a curvilinear trend of behavioral school engagement with an initial increase followed by a slight decrease. Analyses of autoregressive cross-lagged models showed that SWB in school and behavioral school engagement were reciprocally predictive over time. Although cross-cultural research is needed, our findings suggest a possible, unique influence of Chinese culture in shaping the developmental pattern of Chinese students' behavioral school engagement and the role of school-aged children's SWB in school in their behavioral school engagement. Limitations and implications of this study were discussed.

Investigation of digital game addiction of adolescents in terms of subjective subjective well-being in school

Objective: The aim of this study is to investigate the relationship between secondary school students' digital game addiction and subjective well-being at school. In addition, it was investigated whether subjective well-being of secon-dary school students differed according to gender and grade level. In this study, relational survey model is used. Methods: The population of this study was composed of students in secondary schools of the Turkish Republic of Northern Cyprus Ministry of Education and Culture in 2018-2019 academic year. Quantitative data were collected from 600 students attending secondary schools in Nicosia, Famagusta, GA¼zelyurt, Kyrenia, Lefke and A°skele. Digital Game Addiction and Subjective Well-Being Scales were administered to the students. The data were analyzed with SPSS v.24. Findings: According to the results of the research, the subjective well-being of girls in school is higher than that of boys. In addition, subjective well-being scores of the sixth and seventh grade students were better than the eighth grade students. Result: In addition, as students' addiction to digital games increases, their subjective well-being at school decreases.

Supplemental Material for Relations Among Academic Achievement, Self-Esteem, and Subjective Well-Being in School Among Elementary School Students: A Longitudinal Mediation Model

Supplemental Material for Relations Among Academic Achievement, Self-Esteem, and Subjective Well-Being in School Among Elementary School Students: A Longitudinal Mediation Model

Achievement Goal Orientations and Adolescents' Subjective Well-Being in School: The Mediating Roles of Academic Social Comparison Directions.

The purpose of this study was to examine the multiple mediational roles of academic social comparison directions (upward academic social comparison and downward academic social comparison) on the relationships between achievement goal orientations (i.e., mastery goals, performance-approach goals, and performance-avoidance goals) and subjective well-being (SWB) in school (school satisfaction, school affect) in adolescent students in China. A total of 883 Chinese adolescent students (430 males; Mean age = 12.99) completed a multi-measure questionnaire. Structural equation modeling was used to examine the hypotheses. Results indicated that (1) mastery goal orientations and performance-approach goal orientations both showed a statistically significant, positive correlation with SWB in school whereas performance-avoidance goal orientations showed a statistically significant, negative correlation with SWB in school among adolescents; (2) upward academic social comparisons mediated the relation between the three types of achievement goal orientations (i.e., mastery goals, performance-approach goals, and performance-avoidance goals) and SWB in school; (3) downward academic social comparisons mediated the relation between mastery goal orientations and SWB in school as well as the relation between performance-avoidance goal orientations and SWB in school. The findings suggest possible important cultural differences in the antecedents of SWB in school in adolescent students in China compared to adolescent students in Western nations.

Adolescents' Social Exclusion, Loneliness and Subjective Well-Being In School: Mediating Role of Emphatic Tendency

Adolescents' Social Exclusion, Loneliness and Subjective Well-Being In School: Mediating Role of Emphatic Tendency