Student’s Well-Being in the E-School Environment: Selected Research Results

Agnieszka Buczak; Izabella Maria Łukasik

doi:10.31261/IJREL.2021.7.2.11

Published: 2021-12-31

Vol. 7 No. 2 (2021)

Student’s Well-Being in the E-School Environment: Selected Research Results

Agnieszka Buczak

, Izabella Maria Łukasik

Section: Articles

https://doi.org/10.31261/IJREL.2021.7.2.11

Abstract

The aim of the study was to identify the areas most sensitive to the well-being of students in the e-school environment. The researchers’ interest in the field of education most often relates to students’ school achievements. It seems reasonable to look at the reality of school from the perspective of the well-being of adolescents. The threat of a pandemic and the transition to remote learning have created unique conditions for understanding student problems. In reference to Allardt’s concept, four categories of well-being were distinguished 1) school conditions, 2) interpersonal relationships, 3) means of self-fulfillment, and 4) overall health condition.
The study was conducted online, but through schools, among grades 7 and 8, and the first grade of secondary school students (N = 360). The principal component analysis (PCA) and confirmatory factor analysis (CFA) of the tool have been developed. The criterion validity was determined on the basis of the relationship between the questionnaire and other tests that measure similar problems. Rosenberg’s Self-Assessment Scale and the KIDSCREEN-10 Health-Related Quality of Life Questionnaire for Children were used.
The Student’s Well-being in the E-school Environment: A Questionnaire is sufficiently reliable and valid. The distribution of low, average and high results in the sub-scales was more or less even. Low scores in the first sub-scale were reported by every fourth student, in the second and third sub-scale by every third student. The scale can be used to recognise the well-being of students learning in a remote or hybrid system. Well-being translates into functioning in many areas of life activity.

Keywords:

remote learning , coronavirus pandemic , well-being , students , e-school

Download files

PDF

Citation rules

Buczak, A., & Łukasik, I. M. (2021). Student’s Well-Being in the E-School Environment: Selected Research Results. International Journal of Research in E-Learning, 7(2), 1–20. https://doi.org/10.31261/IJREL.2021.7.2.11

Cited by / Share

References

Allardt, E. (1989). Recent developments in scandinavian sociology. Annual Review of Sociology, 15, 31‒45. doi:/10.1146/annurev.so.15.080189.000335.
Google Scholar

Allardt, E. (1993). Having, loving, being: An alternative to the Swedish Model of Welfare Research. In M. Nussbaum, & A. Sen (Eds.), The Quality of Life. Published to Oxford Scholarship Online. doi: 10.1093/0198287976.001.0001.
Google Scholar

Andresen, S., Lips, A., Möller, R., Rusack T, Schröer, W., Thomas, S., & Wilmes, J. (2020). Erfahrungen und Perspektiven von jungen Menschen während der Corona-Maßnahmen. Erste Ergebnisse der bundesweiten Studie JuCo, Universitätsverlag Hildesheim. doi: 10.18442/120. Retrieved from https://www.dksb.de/fileadmin/user_upload/JuCo_StudieJugendliche.pdf. (accessed 16 September 2020)
Google Scholar

Argyle, M. (2011). Psychologia szczęścia. Wrocław: Wydawnictwo Astrum.
Google Scholar

Baumeister, R. F., Campbell, J.D., Krueger, J.I., & Vohs, K. D. (2003). Does High Self-Esteem Cause Better Performance, Interpersonal Success, Happiness, or Healthier Lifestyles? Psychological Science in the Public Interest 4(1), 1‒44. doi: 10.1111/1529-1006.01431.
Google Scholar

Bedyńska, S., & Brzezicka, A. (2007). Statystyczny drogowskaz. Praktyczny poradnik analizy danych w naukach społecznych na przykładach z psychologii. Warszawa: Wydawnictwo SPWS Akademica.
Google Scholar

Bieganowska-Skóra, A., & Pankowska, D. (2020). Moje samopoczucie w e-szkole. Raport z badań. Lublin 2020. Retrieved from https://phavi.umcs.pl/at/attachments/2020/1126/112228-mojesamopoczucie-w-e-szkole-raport-z-badan.pdf .(accessed 27 November 2020)
Google Scholar

Carr, A. (2004). Psychologia pozytywna. Nauka o szczęściu i ludzkich siłach, Warszawa: PWN.
Google Scholar

Çelik, E. (2014). Self-Oriented Perfectionism and Self-Assessment as Predictors of Adolescents? Subjective Well-Being. Educational Research Review, 9(12), 356‒361. doi:10.5897/ERR2013.1696.
Google Scholar

Czapiński, J. (2012). Spotkanie dwóch tradycji: hedonizmu i eudajmonizmu. In J. Czapiński (Ed.), Psychologia pozytywna. Nauka o szczęściu, zdrowiu, sile i cnotach człowieka (pp. 13‒17). Warszawa: PWN.
Google Scholar

Daily, S. M, Mann, M. J., Lilly, C. L., Dyer, A. M., Smith, M. L., & Kristjansson, A. L. (2020). School climate as an intervention to reduce academic failure and educate the whole child: a longitudinal study. Journal of School Health. 90(3), 182‒193. doi:10.1111/josh.12863.
Google Scholar

Diener, E., Lucas, R. E., & Oishi, S. (2012). In Czapiński J (Ed.), Dobrostan psychiczny. Nauka o szczęściu i zadowoleniu Psychologia pozytywna. Nauka o szczęściu, zdrowiu, sile i cnotach człowieka. (pp. 35–50). Warszawa: PWN.
Google Scholar

Diener, E., Lucas, R. E., & Scollon, C. N. (2006). Beyond the hedonic treadmill: revising the adaptation theory of well-being. American Psychologist, 61(4), 305‒14. doi: 10.1037/0003-066X.61.4.305.
Google Scholar

Diener, E., Suh, E. M., Lucas, R. E., & Smith, H. L. (1999.) Subjective Well-Being: Three Decades of Progress. Psychological Bulletin, 125(2), 276‒302. doi: 10.1037/0033-2909.125.2.276.
Google Scholar

Dodge, R., Daly, A. P., Huyton, J., & Sanders, L. D. (2012). The challenge of defining wellbeing. International Journal of Wellbeing 2(3), 222‒235. doi:10.5502/ijw.v2i3.4.
Google Scholar

Huber, S. G., Gunther, P.S., Schneider, N., Helm, Ch., Schwander, M., Schneider, J.A., & Pruitt, J. (2020). COVID-19 und aktuelle Herausforderungen in Schule und Bildung. Erste Befunde des Schul-Barometers in Deutschland, Osterreich und der Schweiz, Waxmann, Muenster: Verlag Muenster. DOI:10.31244/9783830942160. Retrieved from https://www.waxmann.com/index.php?eID=download&buchnr=4216 (accessed 30 July 2020)
Google Scholar

Huebner, E. S., & Gilman, R. (2002). An introduction to the Multidimensional Students’ Life Satisfaction Scale. Social Indicators Research, 60, 115‒122. doi: 10.1023/A:1021252812882.
Google Scholar

Imran, N., Zeshan, M., & Pervaiz, Z. (2020). Mental health considerations for children & adolescents in COVID-19 Pandemic. Pakistan Journal of Medical Sciences, 36(COVID19-S4), 67‒72. doi: 10.12669/pjms.36.COVID19-S4.2759
Google Scholar

Juneja, A., Singh, N., Sultan, A., and Juneja, A. (2020). Negative impact of covid ‒ 19 on the lives of children: an Indian perspective. Journal of Advanced Scientific Research, 11 Suppl 3, 44‒48.
Google Scholar

Karatzias, A., Power, K. G., & and Swanson, V. (2001). Quality of school life: development and preliminary standardisation of an instrument based on performance indicators in Scottish secondary schools. School Effectiveness and School Improvement 12(3), 265‒84. doi: 10.1076/sesi.12.3.265.3449.
Google Scholar

Keith, K. D., & Schalock, R. L. (1994). The measurement of quality of life in adolescence: The quality of student life questionnaire. The American Journal of Family Therapy 22(1), 83‒87. doi: 10.1080/01926189408251300.
Google Scholar

Konu, A., & Lintonen, T. (2005). Theory-based survey analysis of well-being in secondary schools in Finland. Health Promotion International, 21(1), 27‒36. doi: 10.1093/heapro/dai028.
Google Scholar

Konu, A., Alanen, E., Lintonen, T., & Rimpelä, M. (2002), Factor structure of the School Well-being Model. Health Education Research, 17(6), 732–742. doi:10.1093/her/17.6.732
Google Scholar

Łaguna, M., Lachowicz-Tabaczek, K., & Dzwonkowska, I. (2007). Skala samooceny SES Morrisa Rosenberga – polska adaptacja metody. Psychologia Społeczna, 2(02), 164‒176. Retrieved from https://www.researchgate.net/publication/285640590_Skala_Samooceny_SES_Morrisa_Rosenberga_‒_polska_adaptacja_metody (accessed 15 April 2020).
Google Scholar

Opre, D., Pintea, S., Opre, A., & Bertea, M. (2018). Measuring adolescents’ subjective well-being in educational context: development and validation of a multidimensional instrument. Journal of Evidence-Based Psychotherapies, 18(2), 161‒180. doi: 10.24193/jebp.2018.2.20
Google Scholar

Ptaszek, G., Stunża, G. D., Pyżalski, J., Dębski, M., & Bigaj, M. (2020). Edukacja zdalna: co stało się z uczniami, ich rodzicami i nauczycielami? Gdańsk, Polska: Gdańskie Wydawnictwo Psychologiczne. Retrieved from https://zdalnenauczanie.org/ (accessed 12 October 2020)
Google Scholar

Putwain, D. W., Loderer, K., Gallard, D.,& Beaumont, J. (2020). School-related subjective wellbeing promotes subsequent adaptability, achievement, and positive behavioural conduct. British Journal of Educational Psychology, 90(1), 92‒108. doi: 10.1111/bjep.12266.
Google Scholar

Ravens-Sieberer, U., Erhart, M., Rajmil, L., et al. (2010). Reliability, construct and criterion validity of the KIDSCREEN-10 score: a short measure for children and adolescents’ well-being and health-related quality of life. Quality of Life Research, 19(10): 1487‒1500. doi:10.1007/s11136-010-9706-5.
Google Scholar

Reid, K. L., & Smith, K. (2018). Secondary Students’ Self-Perceptions of School Climate and Subjective Well-Being: Invitational Education Meets Positive Psychology. Journal of Invitational Theory and Practice, 24, 45‒69.
Google Scholar

Renshaw, T.L., Long, A. C. J., & Cook, C.R. (2015). Assessing adolescents’ positive psychological functioning at school: Development and validation of the Student Subjective Wellbeing Questionnaire. School Psychology Quarterly, 30(4), 534–552. doi: 10.1037/spq0000088.
Google Scholar

Ryan, R. M., & Deci, E. L. (2001). On happiness and human potentials: a review of research on hedonic and eudaimonic well-being. Annual Review of Psychology, 52, 141‒166. doi:10.1146/annurev.psych.52.1.141.
Google Scholar

Ryff, C. D. (1989). Happiness is everything, or is it? Explorations on the meaning of psychological well-being. Journal of Personality and Social Psychology, 57(6), 1069–1081. doi:10.1037/0022-3514.57.6.1069.
Google Scholar

Ryff, C. D., & Keyes, C. L. (1995). The structure of psychological well-being revisited. Journal of Personality and Social Psychology, 69(4), 719‒27. doi:10.1037//0022-3514.69.4.719.
Google Scholar

Sagan, A. (2003). Model pomiarowy satysfakcji i lojalności. Retrieved from https://www.statsoft.pl/.../2003/modelpomiarowy.pdf. (accessed 15 April 2020)
Google Scholar

Schober, B., and Lüftenegger, M. Ch. (2020). Was hat sich während der Zeit des Home-Learning verändert? Erste Ergebnisse der zweiten Erhebung beiSchüler*innen, Universität Vien. Retrieved from https://lernencovid19.univie.ac.at/ (accessed 12 September 2020)
Google Scholar

Seligman, M. E. P. (2011). Pełnia życia. Nowe spojrzenie na kwestię szczęścia i dobrego życia. Poznań: Media Rodzina.
Google Scholar

Soutter, A. K., O’Steen, B., & Gilmore, A. (2013). The student well-being model: a conceptual framework for the development of student well-being indicators. International Journal of Adolescence and Youth, 19(4), 496‒520. doi: 10.1080/02673843.2012.754362.
Google Scholar

Spinelli, M., Lionetti, F., Pastore, M., & Fasolo, M. (2020). Parents’ Stress and Children’s Psychological Problems in Families Facing the COVID-19 Outbreak in Italy. Frontiers in Psychology, 11,1713. doi: 10.3389/fpsyg. 2020.01713
Google Scholar

Tomyn, A. J., & Cummins, R. A. (2011). The Subjective Wellbeing of High-School Students: Validating the Personal Wellbeing Index‒School Children. Social Indicators Research, 101(3), 405‒418. doi: 10.1007/s11205-010-9668-6
Google Scholar

Trzebińska, E. (2012). Psychologia pozytywna. Warszawa: Wydawnictwa Akademickie i Profesjonalne.
Google Scholar

Wojciechowska, L. (2008). Syndrom pustego gniazda: dobrostan matek usamodzielniających się dzieci. Warszawa: Wydawnictwo Instytutu Psychologii PAN.
Google Scholar

Vol. 7 No. 2 (2021)
Published: 2022-02-21

ISSN: 2451-2583

eISSN: 2543-6155

Publisher

Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press

Submit

Student’s Well-Being in the E-School Environment: Selected Research Results

Abstract

Keywords:

Agnieszka Buczak

Izabella Maria Łukasik

Information