A Phenomenological Exploration of Children's School Life and Well-Being

Autor/inn/en	Newland, Lisa Anne; Mourlam, Daniel; Strouse, Gabrielle; DeCino, Daniel; Hanson, Cylie
Titel	A Phenomenological Exploration of Children's School Life and Well-Being
Quelle	In: Learning Environments Research, 22 (2019) 3, S.311-323 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Newland, Lisa Anne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1387-1579
DOI	10.1007/s10984-019-09285-y
Schlagwörter	Children; Well Being; Rural Schools; Urban Schools; Educational Environment; Interpersonal Relationship; Childrens Attitudes; School Role + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Well-being; Wellness; Wohlbefinden; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Urban area; Urban areas; Stadtregion; Stadt; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung
Abstract	This phenomenological study explored children's school life as it relates to their subjective well-being in the United States (N = 22). It was conducted as part of a multinational comparative study of children's well-being following a semi-structured qualitative interview protocol. Rural and urban children (aged 8-12 years) participated in an interview and mapping exercise that prompted them to illustrate and then describe aspects of and influences on their well-being. Interviews were transcribed and analysed using a phenomenological approach in which child verbal responses and mapped responses were analysed to explore (1) the essence of well-being from children's perspectives and (2) their perceptions of the role that school life and context played in their well-being. Three main themes emerged. Theme 1 was that "school climate is important to their well-being." Subthemes included positive environment, school safety, appropriate teacher dispositions, and supportive programming and policies. Theme 2 was that "relationships within the school context are important to their well-being." Subthemes included relationships with teachers, peers and other school personnel. Theme 3 was that "children view the school setting as one context, two worlds: academic and social." included the importance of academic life, the importance of peer interactions that are unstructured in the school context, and the challenge of academic and peer worlds colliding. Results are discussed in regard to children's self-report of the hedonic and eudaimonic aspects of their well-being, and in relation to what is currently known about the importance of school environments. Implications, strengths and weaknesses of the study are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01