Session Information
SES F 06, Paper Session
Paper Session
Contribution
The concept of well-being is steadily attracting attention both in everyday life and research. The feeling of well-being is important - nobody or only few people would cast doubt on it. However, overall well-being is hard to explain; rather an area-specific definition is indicated. For adolescents school is - in addition to family, friends, and leisure time - a vital part of their lives, thus a considerable source of their sense of well-being (Hascher, 2004). Furthermore positive emotions in school are significant for school quality and for success in school (see Hascher, 2004).
The literature on subjective well-being has progressed rapidly over the last decades, there´s little research on adolescent well-being and school-specific well-being though. For this reason the primary objective of our study conducted is to relate overall well-being and school-specific well-being of adolescents. We aim to clarify how closely well-being at school is linked to overall well-being and whether any causal relations can be identified.
Well-being at school is not to be taken for granted, as the few studies conducted on this topic show. Moreover school-specific well-being tends to decrease over school years (cf. Eder, 1995). The question how well-being is developing within one school year has not yet been addressed. Therefore the second aim of our proposal is to collect long-term data on school-specific and overall well-being to explore their development within one school year.
Literature on well-being identifies situational (e.g. sociodemographics, social contacts) and person-specific conditions (e.g. personality) as sources, factors of influence or moderator variables (cf. Becker, 1994; Diener, 1984). Hence, our third research question deals with the importance of situational and person-specific conditions of well-being at school and overall adolescent well-being, respectively.
Method
Expected Outcomes
References
Becker, P. (1994). Theoretische Grundlagen. In A. Abele & P. Becker (Hrsg.), Wohlbefinden (S. 13-49). Weinheim: Juventa. Diener, E. (1984). Subjective well-being. Psychological Bulletin, 95, 542-575. Eder, F. (Hrsg.) (1995). Das Befinden von Kindern und Jugendlichen in der Schule. Innsbruck: Studien Verlag. Eder, F. (2007). Das Befinden von Kindern und Jugendlichen in der oesterreichischen Schule. Befragung 2005. Innsbruck: Studien Verlag. Hascher, T. (2004). Wohlbefinden in der Schule. Muenster: Waxmann. Rammstedt, B., & John, O. P. (2007). Measuring personality in one minute or less: A 10-item short version of the Big Five Inventory in English and German. Journal of Research in Personality, 41, 203-212. World Health Organization (1998). World Health Organization info package: Matering depression in primary care. Frederiksborg: World Health Organization, Regional Office for Europe, Psychiatric Research Unit.
Search the ECER Programme
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.