Students' Psychological Well-Being and Its Multilevel Relationship with Immigrant Background, Gender, Socioeconomic Status, Achievement, and Class Size

Autor/inn/en	Alivernini, Fabio; Cavicchiolo, Elisa; Manganelli, Sara; Chirico, Andrea; Lucidi, Fabio
Titel	Students' Psychological Well-Being and Its Multilevel Relationship with Immigrant Background, Gender, Socioeconomic Status, Achievement, and Class Size
Quelle	In: School Effectiveness and School Improvement, 31 (2020) 2, S.172-191 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Alivernini, Fabio) ORCID (Cavicchiolo, Elisa) ORCID (Manganelli, Sara) ORCID (Chirico, Andrea) ORCID (Lucidi, Fabio)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
DOI	10.1080/09243453.2019.1642214
Schlagwörter	Mental Health; Well Being; High School Students; Student Characteristics; Classroom Environment; Student Attitudes; Gender Differences; Academic Achievement; Low Achievement; Immigrants; Low Income Students; Socioeconomic Influences; Racial Composition; Class Size; Affective Behavior; Grade 10; Foreign Countries; Italy + Suchen Sie Ihr Suchwort? Psychohygiene; Well-being; Wellness; Wohlbefinden; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Klassenklima; Unterrichtsklima; Schülerverhalten; Geschlechterkonflikt; Schulleistung; Unterdurchschnittliche Leistung; Immigrant; Immigrantin; Immigranten; Sozioökonomischer Faktor; Klassengröße; Affective disturbance; Active behaviour; Affektive Störung; Ausland; Italien
Abstract	School situations trigger affective states that influence students' achievement and well-being. In the present study, we investigated, on the basis of a sample of 26,470 high-school students and 1,472 classrooms, the relationship of individual characteristics (immigrant background, gender, socioeconomic status, and achievement) as well as classroom characteristics (group composition and size) with students' feelings at school. The results showed that females, low achievers, immigrants, and low-SES students are more at risk of psychological distress at school, with gender and achievement being the most important factors. A doubly latent model analysis revealed that whereas individual socioeconomic status and achievement have a positive impact on students' feelings, the effect of the two variables at the classroom level is negative. The impact of immigrant classroom composition seems to be limited to positive affect and dependent on students' immigrant generation. Finally, students in smaller classrooms show more psychological well-being at school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01