Measuring School Well-Being in Primary Education: A Systematic Review

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  • Author(s): Luisa Losada-Puente (ORCID Luisa Losada-Puente (ORCID 0000-0003-2300-9537); Raúl Fraguela-Vale (ORCID Raúl Fraguela-Vale (ORCID 0000-0002-0300-9903); Alejandra Facal
  • Language:
    English
  • Source:
    International Electronic Journal of Elementary Education. 2024 16(5):545-559.
  • Publication Date:
    2024
  • Document Type:
    Journal Articles
    Information Analyses
    Reports - Research
  • Additional Information
    • Availability:
      International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: [email protected]; Web site: https://www.iejee.com/index.php/IEJEE/index
    • Peer Reviewed:
      Y
    • Source:
      15
    • Education Level:
      Elementary Education
    • Subject Terms:
      Well Being; Elementary Education; Elementary School Students; Measurement Techniques; Educational Environment; Intervention; Foreign Countries; Mental Health; Psychological Patterns; Student Attitudes; Student Behavior; Bullying
    • Subject Terms:
      China; Australia; Chile; United States; Europe
    • ISSN:
      1307-9298
    • Abstract:
      The aim was to explore the literature for instruments that assess school well-being, identifying their design features and construct appropriateness. A systematic review was conducted using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) 2020, and the PICO strategy to formulate the research questions. Fifty-two articles on instruments to assess pupils' school well-being were analysed using an interpretive approach. The results showed that school well-being is a topic of global interest, with China standing out, with non-uniform growth since 2007, being most notable in 2018 and 2019. Longitudinal and qualitative studies have appeared more frequently in recent years. The presence of multidimensional instruments stood out, with no consensus on the identification of the items to be assessed from a holistic perspective. This study paves the way for the design of a questionnaire that operationalise school well-being, considering not only the literature, but also the direct perceptions of pupils.
    • Abstract:
      As Provided
    • Publication Date:
      2024
    • Accession Number:
      EJ1443199