Early Adolescents' Emotional Well-Being in the Classroom: The Role of Personal and Contextual Assets

Autor/in	Oberle, Eva
Titel	Early Adolescents' Emotional Well-Being in the Classroom: The Role of Personal and Contextual Assets
Quelle	In: Journal of School Health, 88 (2018) 2, S.101-111 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Oberle, Eva)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4391
DOI	10.1111/josh.12585
Schlagwörter	Early Adolescents; Emotional Experience; Well Being; Classroom Environment; Elementary School Students; Middle School Students; Structural Equation Models; Self Concept; Interpersonal Relationship; Teacher Surveys; Student Surveys + Suchen Sie Ihr Suchwort? Well-being; Wellness; Wohlbefinden; Klassenklima; Unterrichtsklima; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Selbstkonzept; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Schülerbefragung
Abstract	Background: The objective was to predict early adolescents' emotional well-being from personal and contextual assets in the classroom. Emotional well-being is a key indicator of health. Aligned with the positive youth development (PYD) framework, a supportive classroom environment and positive relationships with teachers and peers were contextual assets in the present study; positive self-concept was a personal asset. Methods: The sample was 406 grade 4 to 7 public elementary school students from diverse backgrounds (mean = 11.27 years; SD = 0.89; 50% female). Data were self-, teacher-, and peer-reported. Structural equation modeling (SEM) analyses were used to evaluate model fit and identify significant pathways. Results: SEM indicated a good model fit. Overall, 68% of variability in early adolescents' emotional well-being was explained. Positive self-concept directly predicted emotional well-being. Supportive classroom environment predicted emotional well-being directly and indirectly through increases in positive social relationships and self-concept. Positive social relationships predicted well-being only indirectly through positive self-concept. Conclusions: Contextual and personal assets are central for early adolescents' emotional well-being. The interrelation among assets needs to be considered when understanding, and ultimately promoting students' emotional well-being. The present findings extend previous research and inform school-based intervention and prevention programming and teacher professional development. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01