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Classroom Support and Students' Subjective Well-being : = A Mixed-Methods Investigation.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Classroom Support and Students' Subjective Well-being :/
Reminder of title:	A Mixed-Methods Investigation.
Author:	Wingate, Emily J.
Description:	1 online resource (156 pages)
Notes:	Source: Masters Abstracts International, Volume: 57-06.
Contained By:	Masters Abstracts International57-06(E).
Subject:	Educational psychology. -
Online resource:	click for full text (PQDT)
ISBN:	9780355982312

Classroom Support and Students' Subjective Well-being : = A Mixed-Methods Investigation.
Wingate, Emily J.

Classroom Support and Students' Subjective Well-being :A Mixed-Methods Investigation. - 1 online resource (156 pages)

Source: Masters Abstracts International, Volume: 57-06.

Thesis (*Ed.S.)--University of South Florida, 2018.

Includes bibliographical references

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.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355982312Subjects--Topical Terms:

555103
Educational psychology.
Index Terms--Genre/Form:

554714
Electronic books.

Classroom Support and Students' Subjective Well-being : = A Mixed-Methods Investigation.
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504 $a Includes bibliographical references
520 $a 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.
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