How Schools Affect Student Well-Being: A Cross-Cultural Approach in 35 OECD Countries
How Schools Affect Student Well-Being: A Cross-Cultural Approach in 35 OECD Countries
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DOI：
10.3389/fpsyg.2020.00431
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发表时间：
2020-03-25
影响因子：
3.8
通讯作者：
Muniz, Jose
中科院分区：
文献类型：
--
作者：
Govorova, Elena;Benitez, Isabel;Muniz, Jose
衡量教育系统或学校有效性的一种常见方法是估计学校干预措施对学生学习成绩的影响。然而，最新的趋势旨在将重点扩展到学生获得知识和技能之外，并考虑学术背景下的幸福感等方面。为此，2015年版国际学生评估系统方案(PISA)纳入了一个新的工具，旨在评估与学生幸福有关的社会情感变量。它基于PISA理论框架中提出的五个维度的定义：认知、心理、社会、身体和物质。这项研究的主要目的是找出显著影响学生学业成绩的幸福感成分，并估计学校对经合组织国家学生幸福感的影响程度，学校效应被理解为学校提高学生主观幸福感的能力。为了实现这一目标，我们分析了来自35个OECD国家的248,620名学生对PISA 2015年问卷的回答。具体地说，我们在问卷中考虑了非认知变量和学生的科学表现。结果表明，认知幸福感维度(包括科学享受、自我效能感、工具性动机)以及考试焦虑都与不同国家学生的表现有一致的关系。此外，通过两级分层线性模型估计的学校效应在学生幸福感方面系统性较低。虽然学校效应约占认知维度结果差异的25%，但幸福感指标的差异只有5%-9%可归因于学校效应。这表明学校对学生福利的影响很弱，而且各国之间的影响是相似的。本研究有助于目前正在进行的关于幸福的定义以及幸福与成就之间的联系的一般性讨论。结果强调了两个相辅相成的问题：显然需要在学校促进社会情感教育，重要的是制定一个严格的幸福感评估框架。讨论了研究结果的意义和对未来研究的建议。
A common approach for measuring the effectiveness of an education system or a school is the estimation of the impact that school interventions have on students' academic performance. However, the latest trends aim to extend the focus beyond students' acquisition of knowledge and skills, and to consider aspects such as well-being in the academic context. For this reason, the 2015 edition of the international assessment system Programme for International Student Assessment (PISA) incorporated a new tool aimed at evaluating the socio-emotional variables related to the well-being of students. It is based on a definition focused on the five dimensions proposed in the PISA theoretical framework: cognitive, psychological, social, physical, and material. The main purpose of this study is to identify the well-being components that significantly affect student academic performance and to estimate the magnitude of school effects on the well-being of students in OECD countries, the school effect being understood as the ability of schools to increase subjective student well-being. To achieve this goal, we analyzed the responses of 248,620 students from 35 OECD countries to PISA 2015 questionnaires. Specifically, we considered non-cognitive variables in the questionnaires and student performance in science. The results indicated that the cognitive well-being dimension, composed of enjoyment of science, self-efficacy, and instrumental motivation, as well as test anxiety all had a consistent relationship with student performance across countries. In addition, the school effect, estimated through a two-level hierarchical linear model, in terms of student well-being was systematically low. While the school effect accounted for approximately 25% of the variance in the results for the cognitive dimension, only 5-9% of variance in well-being indicators was attributable to it. This suggests that the influence of school on student welfare is weak, and the effect is similar across countries. The present study contributes to the general discussion currently underway about the definition of well-being and the connection between well-being and achievement. The results highlighted two complementary concerns: there is a clear need to promote socio-emotional education in schools, and it is important to develop a rigorous framework for well-being assessment. The implications of the results and proposals for future studies are discussed.