School Well-Being in Secondary School Students and its Conditioning Factors: A Systematic Review

Authors

  • Giusy Sturiale State Comprehensive Institute 'Campanella/Sturzo' of Catania, Viale Bummacaro, 8, 95121 Catania, Italy
  • Luis Espino-Díaz Faculty of Educational Sciences and Psychology, Department of Education, University of Cordoba, San Alberto Magno, s/n, 14071 Cordoba, Spain

DOI:

https://doi.org/10.15503/jecs2024.2.287.299

Keywords:

school well-being, academic performance, anxiety, interpersonal relationships, learning process

Abstract

Thesis. This systematic review article argues that school well-being is closely linked to various factors, such as academic performance, interpersonal relationships, and self-concept. It posits that promoting school well-being can significantly enhance academic motivation, reduce absenteeism, and foster a more positive learning environment.

Concept. School well-being is intricately linked to various factors including academic performance, interpersonal relationships, and self-concept. This study critically evaluates these factors, organising and assessing previous research to inform future studies and pedagogical strategies.

Results and conclusion. The review reveals that school well-being is significantly connected to academic performance, quality of interpersonal relationships, and self-concept. Additionally, factors such as anxiety are identified as major contributors to student distress, impacting their overall school well-being and academic outcomes. The findings suggest that promoting school well-being can effectively enhance academic motivation, reduce absenteeism, and foster a more positive learning environment. Promoting school well-being emerges as a key strategy to optimise the educational experience and academic outcomes. The study highlights the importance of tailored pedagogical approaches that address individual differences and foster a supportive and inclusive classroom environment. Integrating socio-emotional learning and continuous monitoring of student well-being are recommended for sustainable educational success.

Originality. This article provides a novel synthesis of existing research on school well-being, linking it to academic performance, interpersonal relationships, and self-concept. It offers practical pedagogical guidelines based on a comprehensive literature review, highlighting the importance of socio-emotional learning and continuous monitoring of student well-being to enhance educational outcomes.

Downloads

Download data is not yet available.

Author Biographies

  • Giusy Sturiale, State Comprehensive Institute 'Campanella/Sturzo' of Catania, Viale Bummacaro, 8, 95121 Catania, Italy

    PhD student at the University of Cordoba (Spain) with extensive experience as a secondary school teacher at Istituto Comprensivo Statale "Campanella Sturzo" in Catania (Italy). Her research focuses on the educational system, particularly on transferring research results into practical pedagogical strategies to bridge the gap between theory and practice in the classroom.

  • Luis Espino-Díaz, Faculty of Educational Sciences and Psychology, Department of Education, University of Cordoba, San Alberto Magno, s/n, 14071 Cordoba, Spain

    PhD in Educational Sciences, Associate Professor at the University of Cordoba (Spain) in the Department of Education, author of several scientific publications, including articles, books and book chapters on inclusive education, higher education, and education in values.

References

Albiero, P. (Ed.). (2021). Il benessere psicosociale in adolescenza. Prospettive multidisciplinari [Psychosocial well-being in adolescence. Multidisciplinary perspectives]. Carocci.

Argentin, G. (2007). L'apprendimento degli studenti [Students' learning]. In C. Buzzi, A. Cavalli, & A. De Lillo (Eds.), Rapporto giovani: Sesta indagine IARD sulla condizione giovanile in Italia [Youth report: Sixth IARD survey on the condition of youth in Italy] (pp. 123-150). Il Mulino.

Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman and Company.

Bandura, A. (2012). Cultivate self-efficacy for personal and organizational effectiveness. In E. A. Locke (Ed.), Handbook of principles of organizational behavior (pp. 179–200). Portico. https://doi.org/10.1002/9781119206422.ch10

Bandura, A. (2006). Guide for constructing self-efficacy scales. In F. Pajares & T. Urdan (Eds.), Self-efficacy beliefs of adolescents (Vol. 5, pp. 307-337). Information Age Publishing.

Berchialla, P., Cavallo, F., Colombini, S., Lemma, P., De Simone, G., & Agnelli, F. G. (2011). Associazione delle caratteristiche individuali, del benessere psico-fisico e del clima di classe con gli outcomes scolastici a 11 e 13 anni [Association of individual characteristics, psycho-physical well-being and class climate with school outcomes at 11 and 13 years]. Programma Education FGA WorkingPaper, 12(41), 8-13.

Bermúdez, M., Teva, I., & Buela-Casal, G. (2009). Influencia de variables sociodemográficas sobre los estilos de afrontamiento, el estrés social y la búsqueda de sensaciones sexuales en adolescentes [Influence of sociodemographic variables on coping styles, social stress and sexual sensation seeking in adolescents]. Psicothema, 21(2), 220-226.

Beverina, M., & Capone, L. (2018). L'analisi del benessere scolastico per la valutazione del sistema educativo [The analysis of school well-being for the evaluation of the educational system]. OPPInformation, 125, 58-66.

Borman, G. D., Grigg, J., Rozek, C. S., Hanselman, P., & Dewey, N. A. (2018). Self-affirmation effects are produced by school context, student engagement with the intervention, and time: Lessons from a district-wide implementation. Psychological Science, 29(11), 1773-1784.

Capurro, G., Sotz, V. C., & Arratia, A. (2011). Aplicación Piloto del Programa Mentes Únicas (Stern, 1999) en Centro de Atención Psicológica (CAPs) de la Universidad Santo Tomás a niños con dificultades de aprendizaje y sus familias [Pilot Application of the Unique Minds Program (Stern, 1999) at the Psychological Care Center (CAPs) of the Santo Tomás University for children with learning difficulties and their families]. Summa Psicologica UST, 8(1), 63-70.

Castelli, L., Marcionetti, J., Crescentini, A., & Sciaroni, L. (2017). Monitoring Preadolescents’ Well-being: Italian Validation of the Middle Years Development Instrument. Child Indicators Research, 11, 609-628. https://doi.org/10.1007/s12187-017-9459-6

Castro, M., Expósito-Casas, E., López-Martín, E., Lizasoain, L., Navarro-Asencio, E., & Gaviria, J. L. (2015). Parental involvement on student academic achievement: A meta-analysis. Educational Research Review, 14, 33–46.

Colunga-Rodríguez, C., Ángel-González, M., Vázquez-Colunga, J. C., Vázquez-Juárez, C. L., & Colunga-Rodríguez, B. A. (2021). Relación entre ansiedad y rendimiento académico en alumnado de secundaria [Relationship between anxiety and academic performance in secondary school students]. Revista de estudios e investigación en psicología y educación, 8(2), 229-241.

González-Cantero, J. O., Morón-Vera, J. Á., González-Becerra, V. H., Abundis-Gutiérrez, A., & Macías-Espinoza, F. (2020). Autoeficacia académica, apoyo social académico, bienestar escolar y su relación con el rendimiento académico en estudiantes universitarios [Academic self-efficacy, academic social support, school well-being and its relationship with academic performance in university students]. Psicumex, 10(2), 95-113.

Kiuru, N., Wang, M. T., Salmela-Aro, K., Kannas, L., Ahonen, T., & Hirvonen, R. (2020). Associations between adolescents’ interpersonal relationships, school well-being, and academic achievement during educational transitions. Journal of Youth and Adolescence, 49, 1057-1072.

Manahan, M. J. M., & Bonotan, K. P. C. (2024). Learning Environment and Factors of Academic Performance among BSED Students. International Journal of Research Publications, 143(1), 195-205.

McDowell, I., & Newell, C. (1987). Measuring health: A guide to rating scales and questionnaires. Oxford University Press.

Nawi, A., Khamis, N. Y., Hussin, Z., & Aziz, M. N. A. (2023). Exploring Disruptive Adolescent Behaviours on Social Media: A Case Study During the Times of Crisis. Pertanika Journal of Social Sciences & Humanities, 31(4), 1343-1362.

OECD. (2015a). Do teacher-student relationships affect student well-being at school? PISA in Focus, 50, 1-4. OECD Publishing. https://doi.org/10.1787/5js391zxjjf1-en

WHO. (2024). How does WHO define health? https://www.who.int/es/about/frequently-asked-questions

OECD. (2015b). Students’ Well-being - Country note: Italy. https://www.oecd-ilibrary.org/docserver/9789264273856-en.pdf?expires=1722450560&id=id&accname=guest&checksum=077876129B4E25202FC7527B5B1D2440Polito, M. (2016). Benessere in classe e apprendimento. Independently Published.

Schneider, S., Lösch, T., Schneider, D., & Schütz, A. (2022). How self-concept, competence, and their fit or misfit predict educational achievement, well-being, and social relationships in the school context. Collabra: Psychology, 8(1), Article 37154. https://doi.org/10.1525/collabra.37154

Sekar, S., Krushnasamy, V. S., Abraham, S., Hemanathan, M., Jeevarathinam, & Murgai, A. (2024). Teachers’ ethical professional practices in higher education for holistic development of students: A roadmap to success. Migration Letters, 21(3), 1092–1101. https://migrationletters.com/index.php/ml/article/view/7206

Sorio, C., & Vaccari, I. (2017). L'autoefficacia negli adolescenti: Un fattore abilitante da promuovere in una prospettiva di genere [Self-efficacy in adolescents: An enabling factor to be promoted in a gender perspective]. Azienda Usl di Ferrara - Dipartimento Assistenziale Integrato Salute Mentale Dipendenze Patologiche, Osservatorio Epidemiologico. https://old.ausl.fe.it/azienda/dipartimenti/daismdp/staff/osservatorio-epidemiologico/AutoefficaciaeidentitdigenereinLacostruzionedellasalutenelwelfaresociosanitarioPisa2017.pdf

Stockinger, K., Vogl, E., & Pekrun, R. (2023). The School-Related Well-Being Scale (SWBS): A brief and reliable measure of students’ overall psychological well-being (User’s manual). PsyArXiv. https://doi.org/10.31234/osf.io/4jqpw

Tobia, V., & Marzocchi, G. M. (2015). Il benessere scolastico: una ricerca su bambini con sviluppo tipico e con Bisogni Educativi Speciali [School well-being: a study on children with typical development and Special Educational Needs]. DdA – Difficoltà di Apprendimento e Didattica Inclusiva, 3(2), 221-232.

Downloads

Published

2024-09-25

How to Cite

Sturiale, G., & Espino-Díaz, L. . . (2024). School Well-Being in Secondary School Students and its Conditioning Factors: A Systematic Review. Journal of Education Culture and Society, 15(2), 287-299. https://doi.org/10.15503/jecs2024.2.287.299

Most read articles by the same author(s)