Handbook of Child Well-Being

Ben‐Arieh, Asher; Casas, Ferrán; Frønes, Ivar; Korbin, Jill E.

doi:10.1007/978-90-481-9063-8

Cited by 234 publications

(62 citation statements)

References 115 publications

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“…Estas observaciones respecto de la experiencia de los escolares chilenos son de gran relevancia si se toma en cuenta la evidencia disponible en la literatura internacional, por ejemplo, que la satisfacción con la escuela y con la vida en general está directamente relacionada con logros académicos y el desarrollo socioemocional (Baker, Dilly, Aupperlee & Patil, 2003;García Bacete, Marande Perrin, Schneider & Blanchard, 2014) o, como informan Suldo y Huebner (2006), aquellos estudiantes que reportan altos niveles de satisfacción global con la vida y con la escuela obtienen menos reportes de conductas problemas externalizantes e internalizantes. A su vez, el estudio de Samdal, Wold y Bronis (1999) con estudiantes de 11-15 años de edad encontró que uno de los predictores más importantes del rendimiento académico era la satisfacción con la escuela.…”

Section: Discussionunclassified

Satisfacción Global con la Vida y Satisfacción Escolar en Estudiantes Chilenos

Alfaro

Guzmán

Reyes

et al. 2016

Psykhe

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El objetivo del estudio fue analizar la relación entre diversos aspectos de la experiencia escolar con la satisfacción escolar y la satisfacción global con la vida en una muestra aleatoria estratificada de 1.433 estudiantes de 10 a 14 años de 3 ciudades de Chile (791 hombres y 642 mujeres). Se utilizó la Escala de Satisfacción Global con la Vida, el Índice General de Satisfacción por Ámbitos y la International Survey on Children's Well-Being. Diez predictores fueron analizados con regresión lineal múltiple, ajustándose modelos que explicaron la varianza de la satisfacción global con la vida y de la satisfacción escolar en un 6% y un 36%, respectivamente. Particularmente, la satisfacción con las notas y la satisfacción con los compañeros fueron los mejores predictores de los modelos evaluados. Mediante regresión logística binaria, el modelo ajustado explicó el 76% de la varianza de satisfacción escolar, clasificando correctamente un 87% de los casos. En general, estos resultados identifican algunos determinantes del contexto escolar que afectan la satisfacción de los escolares y que pueden ser usados en futuras investigaciones e intervenciones.Palabras clave: bienestar subjetivo, satisfacción escolar, satisfacción con la vida, infancia, adolescenciaThe aim of the study was to analyze the relationship between various aspects of the school experience with school satisfaction and overall life satisfaction. Data was collected from a stratified random sample of 1,433 students aged 10 to 14 years (791 men and 642 women) from 3 Chilean cities. The study used the Overall Life Satisfaction Scale (OLS), the General Index of Domains Satisfaction, and the International Survey on Children's Well-Being. Ten predictors were evaluated through multiple linear regression, adjusting models that explained 6% of the variance in OLS and 36% of the variance in school satisfaction. In particular, satisfaction with grades and satisfaction with peers were the best predictors of the models tested. Through binary logistic regression, the adjusted model explained 76% of the variance of school satisfaction, correctly classifying 87% of the cases. Overall, these results identify some determinants in school settings which can affect pupils' satisfaction and which may be used in future research and interventions.Keywords: subjective well-being, school satisfaction, life satisfaction, childhood, adolescence El bienestar subjetivo es un concepto que puede aportar a la comprensión de las dinámicas de la escuela. Los estudios en niñez pueden contribuir muchísimo a describir si las interacciones que suceden en la escuela son determinantes de bienestar o malestar. La literatura sobre bienestar subjetivo entrega distinciones relevantes para caracterizar las evaluaciones de satisfacción en la infancia. Noción de Satisfacción con la Vida y Relevancia de su Estudio en la NiñezSegún Cummins, Eckersley, Pallant, van Vugt y Misajon (2003), la esencia de la noción bienestar subjetivo se refiere a las evaluaciones que hace una persona sobre la satisfacción per...

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Section: Discussionunclassified

Satisfacción Global con la Vida y Satisfacción Escolar en Estudiantes Chilenos

Alfaro

Guzmán

Reyes

et al. 2016

Psykhe

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“…The Organization for Economic Co-operation and Development (OECD) refers to child wellbeing as a measure for “ the quality of children’s lives ” (Organization for Economic Co-operation and Development [OECD], 2009, p. 24), but acknowledges the lack of a comprehensive framework for the assessment of such quality. Current studies often recognize that the concept child wellbeing consists of multiple dimensions such as mental, social, and physical ones, but a unified view on the number and types of dimensions that should be included has not emerged as yet (Pollard and Lee, 2003; Organization for Economic Co-operation and Development [OECD], 2009; Ben-Arieh and Frones, 2011; Lee, 2014). …”

Section: Enhancement and The Child Wellbeing Perspectivementioning

confidence: 99%

“…Both Moore and Theokas (2008) and Lee (2014) performed such an analysis and discriminated four main outcome domains of child wellbeing: physical, psychological, cognitive wellbeing, and social wellbeing (see Figure 1 ). In addition, they elaborate on the relevance of studying contextual factors that could indirectly influence the outcome domains of child wellbeing.…”

Section: Enhancement and The Child Wellbeing Perspectivementioning

confidence: 99%

“…In Figure 1 , we have depicted the societal context as a circle around the four child wellbeing domains to emphasize its diffuse influence on all these domains. Although both Moore and Theokas (2008) and Lee (2014) stress that their child wellbeing framework is not meant to be all-inclusive, the authors do emphasize its functionality as a basic structure to shape discussion about desired child wellbeing outcomes. In the current article, we use the four child wellbeing outcome domains and the umbrella domain of socio-contextual influences to describe the issues of tES-based cognitive enhancement from a child wellbeing perspective.…”

Section: Enhancement and The Child Wellbeing Perspectivementioning

confidence: 99%

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Transcranial Electrical Stimulation to Enhance Cognitive Performance of Healthy Minors: A Complex Governance Challenge

Schuijer

Jong

Kupper

et al. 2017

Front. Hum. Neurosci.

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An increasing number of healthy adolescents are consuming products that can enhance their cognitive performance in educational settings. Currently, the use of pharmaceuticals is the most widely discussed enhancement method in the literature, but new evidence suggests that other methods based on Transcranial Electrical Stimulation (tES) also have potential as cognitive enhancer. Just like pharmaceutical enhancers, the availability and education-related use of tES-devices raise a broad range of ethical, legal, and societal issues that need to be addressed by policy-makers. Few studies, however, have specifically explored these issues in relation to child wellbeing. In this narrative review with systematic search, we describe the issues for child wellbeing that could arise from the availability and education-related use of tES-based enhancers by healthy minors. We demonstrate that the issues form a complex web of uncertainties and concerns, which are mainly incited by two factors. First is the high level of factual uncertainty due to gaps in empirical evidence about the exact working mechanisms and efficacy of tES. Moreover, a lack of insight into the technique’s (long-term) effects on healthy developing brains, and uncertainties about potential cognitive trade-offs have fueled concerns about the technique’s safety and impact. The second factor that contributes to the complexity of issues is the presence of moral diversity in our society. Different opinions exist on whether a certain enhancement effect would be desirable and whether potential risks would be acceptable. These opinions depend on one’s moral perspective, and the way one interprets and weights values such as the child’s autonomy and authenticity. The challenge for proper governance resides in the design of an appropriate framework that is capable of balancing the different moral perspectives in society, while recognizing the uncertainties that still exist. We therefore argue for a responsible innovation approach, which encourages an adaptive attitude toward emerging knowledge and dynamic societal values, to deal with the identified issues regarding tES-based enhancement appropriately.

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“…Researchers are beginning to examine other ways to measure health and wellbeing, including the concept of resilience, or the ability to maintain positive behaviours and health outcomes despite increased social risk factors such as poverty, trauma, and discrimination Panter-Brick & Eggerman, 2012;Wexler, DiFluvio, & Burke, 2009). Resilience in Indigenous communities has been repeatedly linked with a sense of belonging to the community and solidarity (Dockery, 2011;Greenwood & de Leeuw, 2012;Healey & Meadows, 2008;Kirmayer, Simpson, & Cargo, 2003;Ruiz-Casares, Guzder, Rousseau, & Kirmayer, 2014).…”

Section: Discussionmentioning

confidence: 99%

An Exploration of the Effects of Mentor-Apprentice Programs on Mentors' and Apprentices' Wellbeing

Jenni¹,

Anisman²,

McIvor³

et al. 2017

IJIH

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Increasingly, adult Indigenous language learners are being identified as the "missing generation" of learners who hold great potential to contribute to the revival of Indigenous languages by acting as the middle ground between Elders, children, and youth within their communities. Our research project NEȾOLṈEW̱ "one mind, one people" studied adult Indigenous language learning through the popular Mentor-Apprentice Program method. Over a 2-year period, our team conducted interviews and focus groups with participants involved in a Mentor-Apprentice type program in British Columbia, Canada. While our primary interest was to document the successes and challenges of the Mentor-Apprentice Program method for adult Indigenous language learning, we also included interview questions that gave participants an opportunity to share how participating in such a program affected them. During data analysis, we noticed repeating comments from participants about how their involvement with a Mentor-Apprentice Program impacted their own and their community's wellbeing; 6 exploratory themes were identified. Although studies have reported protective effects of Indigenous language use on health, health-related outcomes of language revitalization efforts remain underexplored. In addition to discussing the exploratory themes that arose from the study, our paper also proposes that these themes can inform future research in investigating the links between language revitalization and wellbeing.

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Handbook of Child Well-Being

Cited by 234 publications

References 115 publications

Satisfacción Global con la Vida y Satisfacción Escolar en Estudiantes Chilenos

Satisfacción Global con la Vida y Satisfacción Escolar en Estudiantes Chilenos

Transcranial Electrical Stimulation to Enhance Cognitive Performance of Healthy Minors: A Complex Governance Challenge

An Exploration of the Effects of Mentor-Apprentice Programs on Mentors' and Apprentices' Wellbeing

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