Socioemotional and Sociodemographic Determinants of Subjective Well-Being in School during Childhood and Adolescence

Autor/inn/en	Helene Eckert; Ricarda Steinmayr; Linda Wirthwein
Titel	Socioemotional and Sociodemographic Determinants of Subjective Well-Being in School during Childhood and Adolescence
Quelle	In: European Journal of Psychology of Education, 40 (2025) 2, Artikel 54Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Zusatzinformation	ORCID (Helene Eckert) ORCID (Ricarda Steinmayr) ORCID (Linda Wirthwein)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-2928
Schlagwörter	Forschungsbericht; Elementary School Students; Secondary School Students; Grade 5; Grade 6; Grade 7; Well Being; Social Emotional Learning; Educational Objectives; Self Efficacy; Social Integration; Classroom Environment; Teacher Student Relationship; Sense of Belonging; Gender Issues; Socioeconomic Influences; Student Diversity; Student Satisfaction + Suchen Sie Ihr Suchwort? Sekundarschüler; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Well-being; Wellness; Wohlbefinden; Educational objective; Bildungsziel; Erziehungsziel; Self-efficacy; Selbstwirksamkeit; Soziale Integration; Klassenklima; Unterrichtsklima; Teacher student relationships; Lehrer-Schüler-Beziehung; Geschlechterfrage; Sozioökonomischer Faktor
Abstract	Recent educational goals have expanded to include socio-emotional development and subjective well-being (SWB) at school, alongside academic performance. However, just a few studies have focused on the longitudinal determinants of school SWB across different educational stages. Therefore, socioemotional (ability self-concept, social integration, classroom climate, feeling accepted by teachers) and sociodemographic (gender, socioeconomic status and migration background) determinants of school satisfaction and school mood were investigated among both elementary and secondary school students. Specifically, the data of N = 416 elementary (n = 205 girls, age: M = 8.19; SD = 1.04) from Grade 2 to 4, and N = 306 secondary school students (n = 172 girls, age: M = 11.82; SD = 0.93) from Grade 5 to 7 were analysed at two time points. Results of structural equation models showed that ability self-concept, feeling accepted by teachers and gender were significant predictors of changes in school SWB, with differences according to the educational stages. The findings underscore the importance of students' self-concept and teacher-student relationships in maintaining the educational goal of promoting high levels of SWB. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2025/3/08