Social Indicators of Well-Being

Andrews, Frank M.; Withey, Stephen B.

doi:10.1007/978-1-4684-2253-5

Cited by 3,053 publications

(527 citation statements)

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“…Important early work was done by Easterlin (1974Easterlin ( , 1995. The literature includes that by noneconomists Andrews and Withey (1976), Campbell et al (1976), Cantril (1965, Diener (1984), Argyle (1989), Jahoda (1982), Jackson et al (1983), Whelan (1992), and Gallie and Russell (1995). Work by economists includes Blanchflower and Oswald (1999a, 1999b, Ng (1996), Clark et al (1996), Bjorklund (1985), Gerlach and Stephan (1996), Korpi (1997), Winkelmann and Winkelmann (1998), and Di Tella et al (1996).…”

Section: What Are the Attitudes Of The East Europeans To Capitalism?mentioning

confidence: 99%

Unemployment, Well-Being, and Wage Curves in Eastern and Central Europe

Blanchflower¹

2001

Journal of the Japanese and International Economies

140

104

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Section: What Are the Attitudes Of The East Europeans To Capitalism?mentioning

confidence: 99%

Unemployment, Well-Being, and Wage Curves in Eastern and Central Europe

Blanchflower¹

2001

Journal of the Japanese and International Economies

140

104

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“…Thus, positive and negative affect contribute independently to subjective wellbeing. Later, Andrews and Withey (1976) stated that a third variable should be added to psychological well-being: a cognitive element referring to satisfaction with life. When referring to satisfaction with life, we mean a mental process by which individuals appraise the quality of their lives using their own personal criteria.…”

mentioning

confidence: 99%

Personality Dimensions and Subjective Well-Being

Librán

2006

Span. J. Psychol.

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This work examines the association between personality dimensions (extraversion and neuroticism) and subjective well-being. Subjective well-being is associated both with extraversion and neuroticism, and currently, neuroticism is generally considered the more important. A total of 368 students from the University of Rovira i Virgili completed the Extraversion and Neuroticism subscales of the revised Eysenck Personality Questionnaire

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“…containing response options of seven pictorial representations of happy to sad faces (emoticons) (see Andrews and Withey, 1976;Slee and Rigby, 1993).…”

Section: Impact Of Bullyingmentioning

confidence: 99%

Relationships between students’ mental health and their perspectives of life at school

Askell–Williams

Lawson

2015

Health Education

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Relationships between Australian students' mental health and their perspectives of life at school. Abstract PurposeThis paper explores relationships between students' self-reported mental health and their perspectives about life at school in metropolitan Adelaide, South Australia Design/methodology/approachThe Strengths and Difficulties Questionnaire (SDQ) and a purpose designed Living and Learning at School Questionnaire (LLSQ) were administered to 1715 early adolescents in school years 7, 8 and 9. Correspondence analysis, which is a perceptual mapping technique available in SPSS, was used to examine relationships between students' SDQ subscale scores (emotional symptoms, hyperactivity, conduct problems, pro-social skills) and the LLSQ subscale scores (motivation, learning strategies, coping with schoolwork, bullying, numbers of friends, safety at school, and teacher intervention in bullying events). FindingsThe correspondence analysis produced a two-dimensional visual display (a perceptual map)showing that students' abnormal, borderline and normal SDQ subscale scores were closely related to their low, medium and high LLSQ subscale scores, respectively. A clear Dimension (Factor) emerged, showing a progression from mental health difficulties to strengths, in close association with students' reports about their school experiences.AUTHOR COPY of paper Published in Helen Askell-Williams , Michael J. Lawson , (2015) "Relationships between students' mental health and their perspectives of life at school", Health Education Research limitations/implicationsCaution should be exercised when using the results to interpret events in other contexts. The limitations of self-report methods must be considered. Practical implicationsThe two-dimensional visual display provides a powerful tool for dissemination of the findings of this study about students' perspectives for system-level and school-based personnel. This can inform the selection of intervention programs, such as strategies for self-regulation of emotions and learning behaviours, fostering friendships, and supporting academic achievement, that are related to positive mental health. Social implicationsThis paper can inform school-level policies and practices, such as those relating to professional development to support teachers' and students' capabilities (for example, to manage and prevent bullying) and thus influence the nature of the school experiences that shape students'perceptions. This paper adds students' perspectives to the emerging field concerned with designing programs for mental health promotion in schools. Originality/value

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Social Indicators of Well-Being

Cited by 3,053 publications

References 0 publications

Unemployment, Well-Being, and Wage Curves in Eastern and Central Europe

Unemployment, Well-Being, and Wage Curves in Eastern and Central Europe

Personality Dimensions and Subjective Well-Being

Relationships between students’ mental health and their perspectives of life at school

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