The Determinants of Students' Well-Being in Secondary Vocational Schools in Kosovo and Macedonia

Autor/inn/en	Gashi, Ardiana; Mojsoska-Blazevski, Nikica
Titel	The Determinants of Students' Well-Being in Secondary Vocational Schools in Kosovo and Macedonia
Quelle	In: European Journal of Education, 51 (2016) 3, S.333-344 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-8211
DOI	10.1111/ejed.12181
Schlagwörter	Foreign Countries; Secondary School Students; Vocational Education; Well Being; Demography; Educational Environment; Student Experience; Socialization; Student Satisfaction; Least Squares Statistics; Regression (Statistics); Educational Attitudes; Employment Potential; Teacher Student Relationship; Peer Relationship; Bullying; Inclusion; Kosovo; Macedonia + Suchen Sie Ihr Suchwort? Ausland; Sekundarschüler; Ausbildung; Berufsbildung; Well-being; Wellness; Wohlbefinden; Demografie; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Studienerfahrung; Socialisation; Sozialisation; Regression; Regressionsanalyse; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Mobbing; Inklusion
Abstract	Students' well-being is crucial for learning motivation and effective learning, for their quality of life and their psychological health later in life. In this regard, this article investigates the factors that affect the well-being of students in secondary vocational schools in Kosovo and Macedonia. It empirically examines determinants of students' well-being categorised into socio-demographic factors, environment and socialisation, and satisfaction factors. It is based on an OLS regression analysis, using data from six secondary vocational schools in the two countries. Findings reveal that well-being is determined to a great extent by students' experience in school, particularly their perception of the usefulness of what they are learning for a future job, whether teachers are welcoming, and the friendliness of co-students. Students who experience bullying are much less happy in school. These findings are important from a policy perspective, as they reveal that students' well-being is mainly determined by factors that can be controlled and influenced by schools and less so by factors that are not determined by schools. The evidence from this study can be used to strengthen the social inclusion role of vocational schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01