Subjective Well-being in Online and Mixed Educational Settings PDF Download

Author: Juan Carlos Oyanedel
Publisher: Frontiers Media SA
ISBN: 283251880X
Category : Science
Languages : en
Pages : 278

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Author: Emily J. Wingate
Publisher:
ISBN:
Category : Classroom environment
Languages : en
Pages : 157

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Book Description
In line with the positive psychology movement and the dual factor model of mental health, professionals are increasingly compelled to consider not only mechanisms through which mental distress can be alleviated, but also pathways through which students wellness can be fostered. While research in this area has primarily focused on positive indicators of adults and adolescents mental health, there is a need to address those factors that contribute to the wellness of elementary-aged youth. Participants in the current study included 179 fourth and fifth grade students from an elementary school located in a southeastern state. For this secondary analysis, a mixed methods approach with an explanatory design was adopted to investigate both the quantitative relationship between school social support variables (i.e., Teacher-Student Relations, Teacher Support, Classmate Support) and students subjective well-being (SWB; i.e., happiness), as well as qualitative responses of students and teachers regarding displays of support and care in the classroom. Results provide support for the existence of a relationship between Classmate and Teacher Support and elementary students subjective well-being, with student perceptions of Instrumental and Emotional Classmate Support and Teacher Emotional Support as unique contributors to student subjective well-being. Qualitative results supplement quantitative findings by highlighting the salience of forms of Instrumental and Emotional Support in discussions of both Teacher and Classmate Support and care. These findings add to the current knowledge base on how building supportive relationships may be incorporated in prevention efforts aimed at fostering a positive school climate and enhancing students complete mental health.

Author: Faye McCallum
Publisher: Routledge
ISBN: 1317643364
Category : Education
Languages : en
Pages : 159

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Book Description
At the core of education, the notion of wellbeing permeates both learner and teacher wellbeing. This book explores the central role and responsibility of education in ensuring the wellbeing of children and young people. Through the employment of vignettes, proactive educational wellbeing initiatives are provided to address issues pertaining to learner and teacher wellbeing, mainstream classrooms, educational marginalisation, disabilities, cyber citizens, initial teacher education and rural education. Through employing diverging theoretical approaches of; expectancy x value theory; ecological systems theory and community practices across digital imagery; case studies; questionnaires and survey methodology, the key message of the centrality of wellbeing to educational success pervades. This book provides a critical engagement with the educational discourse of wellbeing, whilst addressing issues impacting on wellbeing with worldwide implications. It offers a unique insight into both learner and teacher wellbeing and how education can contribute to enhancing wellbeing outcomes for society in general.

Author: Tina Hascher
Publisher:
ISBN: 9780889376243
Category :
Languages : en
Pages : 90

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Book Description
Although there is agreement that well-being in school matters - for example, for student achievement, teacher optimal functioning, and school effectiveness - a more profound understanding is needed about the predictors, effects, and ways of promoting well-being in school. This topical volume presents up-to-date research on the role of well-being in school from the fields of educational sciences, educational psychology, and health science. The contributions investigate both teacher well-being and student well-being in different countries and by using various advanced methods.Importantly, well-being in school is understood in these articles as a multidimensional construct that takes the complexity of the term well-being and the educational setting into account. Accordingly, the contributors explore a range of approaches and instruments of how well-being in school can be investigated and discuss the benefits for individuals, schools, and educational systems in promoting well-being. The findings support the prominent role of well-being for students' and teachers' lives and encourage further research on well-being in school as there is a need for much more scientific knowledge in both theory and practice.

Author: Stefano M. Iacus
Publisher: CRC Press
ISBN: 0429685831
Category : Business & Economics
Languages : en
Pages : 218

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Subjective Well-Being and Social Media shows how, by exploiting the unprecedented amount of information provided by the social networking sites, it is possible to build new composite indicators of subjective well-being. These new social media indicators are complementary to official statistics and surveys, whose data are collected at very low temporary and geographical resolution. The book also explains in full details how to solve the problem of selection bias coming from social media data. Mixing textual analysis, machine learning and time series analysis, the book also shows how to extract both the structural and the temporary components of subjective well-being. Cross-country analysis confirms that well-being is a complex phenomenon that is governed by macroeconomic and health factors, ageing, temporary shocks and cultural and psychological aspects. As an example, the last part of the book focuses on the impact of the prolonged stress due to the COVID-19 pandemic on subjective well-being in both Japan and Italy. Through a data science approach, the results show that a consistent and persistent drop occurred throughout 2020 in the overall level of well-being in both countries. The methodology presented in this book: enables social scientists and policy makers to know what people think about the quality of their own life, minimizing the bias induced by the interaction between the researcher and the observed individuals; being language-free, it allows for comparing the well-being perceived in different linguistic and socio-cultural contexts, disentangling differences due to objective events and life conditions from dissimilarities related to social norms or language specificities; provides a solution to the problem of selection bias in social media data through a systematic approach based on time-space small area estimation models. The book comes also with replication R scripts and data. Stefano M. Iacus is full professor of Statistics at the University of Milan, on leave at the Joint Research Centre of the European Commission. Former R-core member (1999-2017) and R Foundation Member. Giuseppe Porro is full professor of Economic Policy at the University of Insubria. An earlier version of this project was awarded the Italian Institute of Statistics-Google prize for "official statistics and big data".

Author: Paul J. Carter
Publisher:
ISBN:
Category :
Languages : en
Pages :

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Author: Adeela Manzoor
Publisher: LAP Lambert Academic Publishing
ISBN: 9783659595110
Category :
Languages : en
Pages : 116

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Book Description
This book reviews the latest and scientific knowledge about subjective well-being: its definitions, causes and consequences particularly with reference to children. The book explores the links between subjective well-being and variety of personal and biological factors including gender, age and academic achievement through the help of especially designed study. The concluding chapter highlights the level of subjective well-being of Pakistani children. Furthermore, reveals the synergies between subjective well-being, Age, gender and academic achievement.

Author: Michael Eid
Publisher: Guilford Press
ISBN: 1606230735
Category : Psychology
Languages : en
Pages : 561

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Book Description
This authoritative volume reviews the breadth of current scientific knowledge on subjective well-being (SWB): its definition, causes and consequences, measurement, and practical applications that may help people become happier. Leading experts explore the connections between SWB and a range of intrapersonal and interpersonal phenomena, including personality, health, relationship satisfaction, wealth, cognitive processes, emotion regulation, religion, family life, school and work experiences, and culture. Interventions and practices that enhance SWB are examined, with attention to both their benefits and limitations. The concluding chapter from Ed Diener dispels common myths in the field and presents a thoughtful agenda for future research.

Author: James Elliot Hall
Publisher:
ISBN:
Category :
Languages : en
Pages : 0

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Book Description
This eBook is a collection of articles from a Frontiers Research Topic. Frontiers Research Topics are very popular trademarks of the Frontiers Journals Series: they are collections of at least ten articles, all centered on a particular subject. With their unique mix of varied contributions from Original Research to Review Articles, Frontiers Research Topics unify the most influential researchers, the latest key findings and historical advances in a hot research area! Find out more on how to host your own Frontiers Research Topic or contribute to one as an author by contacting the Frontiers Editorial Office: frontiersin.org/about/contact.

Author: Michelle A. Hale
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 103

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The purpose of this study was to compare the psychosocial learning environments of fully online courses with blended courses. The goal was to explore the differences between the development of the three presences in the Community of Inquiry (CoI) theoretical framework (social, teaching, and cognitive) in the two delivery formats. The CoI framework consists of teaching, social, and cognitive presence, as well as the confluence of the three. The framework places an emphasis on collaboration and critical thinking. As such, it presents a well-defined model for measuring psychosocial learning environments, particularly in online and blended educational settings (Garrison & Anderson, 2003; Garrison & Vaughan, 2008). While online learning is any form of learning and/or teaching that takes place via computer network, blended learning is a course that combines face-to-face instruction with a significant amount of online instruction. Online learning may take place synchronously or asynchronously, and typically has no face-to-face meetings. The inclusion of online learning in a blended course significantly reduces the time spent in classroom instruction (Bielawski & Metcalf, 2003; Lim, Morris, & Kupritz, 2007; Osguthorpe & Graham, 2003; Thorne, 2003). The development of a positive psychosocial education environment was considered from a quantitative perspective, within the Community of Inquiry theoretical framework. Undergraduate courses offered in the College of Education at a southeastern United States research university were the context of the study. In order to quantitatively consider research specific to the CoI framework, data were gathered via an online anonymous survey using the Community of Inquiry survey instrument. The findings revealed that there was no significant difference in the development of a community of inquiry as a whole, or in the development of teaching presence or cognitive presence with regard to the two delivery formats. Conversely, there was a statistical significance in the development of social presence between the two. The students in the blended courses felt the development of social presence more successfully than the students in the fully online courses. Specifically, the difference in the affective expression subscale within social presence was especially significant between the two delivery methods.