School Effects on the Wellbeing of Children and Adolescents
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Altres documents de l'autoria: García Bacete, Francisco Juan; Marande Perrin, Ghislaine; Schneider, Barry H.; Blanchard, Celine
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School Effects on the Wellbeing of Children and AdolescentsAutoria
Data de publicació
2014Editor
Springer NetherlandsISBN
978-90-481-9063-8Cita bibliogràfica
García Bacete, F. J., Marande, G., Schneider, B.H., y Blanchard, C. (2014). School Effects on the Wellbeing of Children and Adolescents. En A. Ben-Arieh, F. Casas, I. Frones y J. E. Korbin (Eds.), Handbook of Child Well-Being. Theories, Methods and Policies in Global Perspective 3 (p. 1251-1305). New York: SpringerTipus de document
info:eu-repo/semantics/bookPartVersió de l'editorial
https://link.springer.com/referenceworkentry/10.1007/978-90-481-9063-8_149Versió
info:eu-repo/semantics/submittedVersionResum
Well-being is a multidimensional construct, with psychological, physical and social components. As theoretical basis to help understand this concept and how it relates to school, we propose the Self-Determination ... [+]
Well-being is a multidimensional construct, with psychological, physical and social components. As theoretical basis to help understand this concept and how it relates to school, we propose the Self-Determination Theory, which contends that self-determined motivation and personality integration, growth and well-being are dependent on a healthy balance of three innate psychological needs of autonomy, relatedness and competence. Thus, current indicators involve school effects on children’s well-being, in many diverse modalities which have been explored. Some are described in this chapter, mainly: the importance of peer relationships; the benefits of friendship; the effects of schools in conjunction with some forms of family influence; the school climate in terms of safety and physical ecology; the relevance of the teacher input; the school goal structure and the implementation of cooperative learning. All these parameters have an influence in promoting optimal functioning among children and increasing their well-being by meeting the above mentioned needs. The empirical support for the importance of schools indicates significant small effects, which often translate into important real-life effects as it is admitted at present. The conclusion is that schools do make a difference in children’s peer relationships and well-being. [-]
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Handbook of Child Well-Being. Theories, Methods and Policies in Global Perspective, v. 3Drets d'accés
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