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Well-being at School : A Social Problem.
・ISBN 978-1-78945-217-4 2025 hard US$ 170.00
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お気に入り
★★★
電子版あり 大学・学術機関向け電子ブック（eBook）ISBN 978-1-394-34062-0
| 著者・編者 | Martin, Claude / Diter, Kevin (eds.), |
|---|---|
| 出版社 | (Wiley-ISTE, UK) |
| 出版年月 | 2025.03 |
| ページ数 | 336 pp. |
| 言語 | ENG |
| ニュース番号 | ＜742-877＞ |
解説
In recent decades, children's well-being, particularly at school, has become a major political and academic issue that has gained importance both in public policy and in the social sciences.
Well-being at School uncovers and discusses the different ways in which school well-being has been defined and evaluated, by outlining the international and interdisciplinary state of the art. It presents recent and diversified empirical evidence in different European and non-European countries, which bring together perspectives that have often been arbitrarily and artificially opposed in the literature: objective well-being versus subjective well-being; adult-centered perspective versus child-centered perspective; and analysis of family determinants versus analysis of school determinants of child well-being.
This book's originality lies in simultaneously considering the multiple dimensions of children's well-being at school and understanding how these different determinants interact and combine, depending on the (geographical, social and family) contexts in which the children live.
Well-being at School uncovers and discusses the different ways in which school well-being has been defined and evaluated, by outlining the international and interdisciplinary state of the art. It presents recent and diversified empirical evidence in different European and non-European countries, which bring together perspectives that have often been arbitrarily and artificially opposed in the literature: objective well-being versus subjective well-being; adult-centered perspective versus child-centered perspective; and analysis of family determinants versus analysis of school determinants of child well-being.
This book's originality lies in simultaneously considering the multiple dimensions of children's well-being at school and understanding how these different determinants interact and combine, depending on the (geographical, social and family) contexts in which the children live.