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

Autor/inn/en	Li, Xiaoyu; Huebner, E. Scott; Tian, Lili
Titel	Co-Developmental Trajectories of Components of Subjective Well-Being in School: Associations with Predictors and Outcomes among Elementary School Students
Quelle	In: School Mental Health, 14 (2022) 3, S.738-752 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1866-2625
DOI	10.1007/s12310-022-09500-x
Schlagwörter	Foreign Countries; Elementary School Students; Well Being; Student Satisfaction; Affective Behavior; Psychological Patterns; Positive Attitudes; Negative Attitudes; Peer Relationship; Academic Achievement; Teacher Behavior; Teacher Student Relationship; China + Suchen Sie Ihr Suchwort? Ausland; Well-being; Wellness; Wohlbefinden; Affective disturbance; Active behaviour; Affektive Störung; Negative Fixierung; Peer-Beziehungen; Schulleistung; Teacher behaviour; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	This study aimed to identify multiple co-developmental trajectories of the three components (i.e., school satisfaction, positive affect in school and negative affect in school) of subjective well-being (SWB) in school and their relations to predictors and outcomes among Chinese elementary school students. A total of 2756 students (M[subscript age] = 9.91 years, SD = 0.72; 47% girls) completed a packet of measures on four occasions at 6-month intervals. Latent class growth analyses identified four co-developmental groups (i.e., flourishing, at-risk, congruently moderate-stable, and congruently high-stable). Multivariate logistic regression analyses revealed that group membership was predicted by peer victimization, maltreatment by teachers, and academic achievement. Students in the at-risk group reported the most internalizing and externalizing problems while students in the flourishing group reported the fewest internalizing and externalizing problems. The findings highlighted the importance of subgroup differences in understanding the progression of SWB in school and the need for universal screening, dynamic monitoring, and interventions tailored to the unique characteristics of the subgroups. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01