Assessing Wellbeing in School Communities

Jarden, Aaron; Jarden, Rebecca; Chin, Tan‐Chyuan

doi:10.1007/978-3-030-64537-3_12

Cited by 5 publications

(3 citation statements)

References 42 publications

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“…Adolescents were asked to complete 27 11‐point numerical items with verbal labels for the anchors. An example item in the global domain was “How happy were you yesterday?” with “0 = did not feel happy at all yesterday” and “10 = felt happy all the time yesterday” (Jarden et al, 2015). The maximum score on each item was 10 and the minimum score was 0; higher scores on the scale indicated higher well‐being.…”

Section: Methodsmentioning

confidence: 99%

Preliminary development and validation of the positive school transition readiness survey (PSTRS)

Bharara,

Duncan

2023

Psychology in the Schools

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The transition to secondary school can be a challenging period for adolescents. Although several questionnaires exist to measure transition‐related concerns, there is a need to develop a comprehensive survey for assessing the knowledge and skills that adolescents require to adapt effectively to a new school. Thus, the purpose of this study was to develop and investigate the psychometric properties of a preliminary self‐report tool (PSTRS) for identifying the presence or absence of factors that facilitate transition to secondary school and are important for adolescent understanding of well‐being. The PSTRS was developed in a series of stages that involved a systematic review of the school transition literature, a review of psychometric scales, empirical data of adolescents' well‐being conceptualizations, expert reviews, and a pilot study. Seventy‐one items were compiled to collect information on 20 school, social, physical, psychological, and spiritual components. Cronbach's alpha for the survey was 0.943 in a sample of Year 8 NZ intermediate school students (N = 471). Test–retest reliability was 0.866 in a subsample of 121 participants. Single‐measures ICCs of subscales ranged from 0.501 to 0.943. The PC analysis resulted in a three‐component factor structure. The PSTRS and its subscales positively correlated with well‐being and negatively correlated with anxiety. Overall, PSTRS appears to be a reliable and valid tool for determining adolescent readiness to transition to secondary school. PSTRS data may be useful for researchers, school professionals, psychologists, and policymakers to better understand positive school transitions. Implications for future research and practice are discussed.

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Section: Methodsmentioning

confidence: 99%

Preliminary development and validation of the positive school transition readiness survey (PSTRS)

Bharara,

Duncan

2023

Psychology in the Schools

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“…A common ground is that wellness is multidimensional, holistic and interconnected (Miller and Foster 2010;Odrovakavula, Mohammadnezhad, and Khan 2021). The concepts of wellness and wellbeing are often used interchangeably and extend beyond the discipline of physical health; they are often framed in discourse practices within disciplines (Jarden et al 2021;McMahon, Williams, and Tapsell 2010). In this paper wellness and well-being are used interchangeably.…”

Section: Literature Reviewmentioning

confidence: 99%

Sustainable Health in Pedagogical Contexts in Distance E-Learning: Learning from COVID-19

Rajendran

2022

Preprint

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Student wellness is an important aspect of sustainable health concerns. The COVID-19 pandemic has exacerbated existing emotional and academic stresses in students. Much learnt from the COVID-19 pandemic can be transferred to the distance learning context. In this study, I explored two dimensions of student wellness, namely, intellectual and emotional wellness. Factors within these dimensions were categorised as having a positive or negative impact on student wellness. I collected the data in this case study using an electronic questionnaire and voice-note interviews. Thirty students from years one and two in one department of a faculty at a university participated in the study. The findings include that group work can have a positive impact on intellectual wellness whereas an imbalance in considering student learning styles could have a negative impact. Closeness of the due dates of tasks has a negative impact on intellectual wellness. Flexibility of learning times and independence in distance learning were positive factors associated with emotional wellness. Learning stresses, which included workload and insufficient instructor support, were identified as negative factors. In the study, I confirm that wellness is multidimensional and recommend that instructors take this conceptualisation into account when planning for the micro-teaching and learning environment in distance learning.

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“…Considering that the concepts of well-being and mental health are distinct, it is important to note that adolescent well-being is multidimensional, incorporating both positive aspects (e.g., happiness, engagement) and aspects of ill-being (e.g., depressed mood, feelings of stress) of one’s life ( Jarden et al, 2021 ). Moreover, adolescent well-being is related to different outcomes, such as school engagement, school achievement, life satisfaction, hope, gratitude, physical vitality, and physical activity ( Seligman et al, 2009 ; Kern et al, 2015 ).…”

Section: Introductionmentioning

confidence: 99%

#EntreViagenseAprendizagens: study protocol of a school-based intervention to promote well-being and healthy lifestyles among adolescents

Francisco,

Raposo,

Hormigo

et al. 2023

Front. Psychol.

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BackgroundAdolescence is a critical period of development in which well-being usually decreases, mental health problems (e.g., depression, anxiety) increase, and lifestyles become less healthy. Schools are a primary setting for the promotion of the well-being and overall health of adolescents, and preventive actions should be a priority within the scope of health-promoting schools. #EntreViagenseAprendizagens is a school-based intervention aiming to promote well-being and healthy lifestyles among adolescents based on social and emotional learning, positive psychology, and health education approaches.MethodsThis protocol describes a school-based intervention, #EntreViagenseAprendizagens, that will be implemented in several schools in Portugal. The program is aimed at 8th and 9th grade students (14–16 years old) and comprises 20 weekly sessions. One of the sessions is aimed at the students’ parents/guardians. The intervention content targets social and emotional skills, health literacy (physical and mental health), healthy lifestyles, character strengths, and well-being. An experimental design will be used in the intervention evaluation. Eighth grade classes will be randomly assigned to the intervention group or the control group. All students complete the same assessment protocol at baseline, post-intervention, and 9-month follow-up. The impact assessment protocol includes measures related to well-being, health literacy, health-related knowledge, attitudes and behaviors, relationships with others, social and emotional skills, and sociodemographic data. Process evaluation includes evaluation forms at the end of each session and at the end of the program and focus groups with students, parents, and teachers at the end of the program.DiscussionThis school-based intervention may play an important role in promoting students’ well-being and in preventing unhealthy lifestyles and socio-emotional maladjustment, by focusing on the development of social and emotional skills and health literacy among adolescents, empowering them to face the changing future and grow up healthy. Furthermore, this project aims to provide relevant scientific findings that can contribute to the development of better health-promoting schools.

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Assessing Wellbeing in School Communities

Cited by 5 publications

References 42 publications

Preliminary development and validation of the positive school transition readiness survey (PSTRS)

Preliminary development and validation of the positive school transition readiness survey (PSTRS)

Sustainable Health in Pedagogical Contexts in Distance E-Learning: Learning from COVID-19

#EntreViagenseAprendizagens: study protocol of a school-based intervention to promote well-being and healthy lifestyles among adolescents

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