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Student Well-Being in Switzerland and in Russia (WESIR)

English title Student Well-Being in Switzerland and in Russia (WESIR)
Applicant Hascher Tina
Number 197299
Funding scheme Project funding
Research institution Abteilung Schul- und Unterrichtsforschung Institut für Erziehungswissenschaft Universität Bern
Institution of higher education University of Berne - BE
Main discipline Education and learning sciences, subject-specific education
Start/End 01.08.2021 - 31.07.2025
Approved amount 848'742.00
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All Disciplines (2)

Discipline
Education and learning sciences, subject-specific education
Psychology

Keywords (21)

student well-being ; secondary school students; mixed-method research; binational study; intervention study; school environment; school system; school climate; school culture; school engagement; motivation; life satisfaction; teacher-student relationships; students’ basic needs; resilience; self-regulation; well-being strategies; school alienation; longitudinal design; Switzerland; Russia

Lay Summary (German)

Lead
Wohlbefinden in der Schule trägt zum Engagement der Schüler/innen bei, verbessert Lernprozesse im Klassenzimmer und unterstützt das Erreichen schulischer Bildungsziele. Entsprechend haben viele Gesellschaften erkannt, wie wichtig es ist, in der Schule nicht nur den akademischen Erfolg, sondern auch das Wohlbefinden der Schülerinnen und Schüler zu fördern. Wie dies erfolgen kann, ist allerdings noch weitgehend unklar. Im Projekt WESIR gehen wir deshalb der Frage nach, was zum Wohlbefinden in der Schule beiträgt und wie es gezielt gefördert werden kann.
Lay summary

Inhalt und Ziel des Forschungsprojekts

Das Projekt WESIR verfolgt drei Ziele: (1) Zunächst werden individuelle Merkmale und die Rolle des schulischen Umfelds auf das Wohlbefinden von Schüler/innen der Sekundarstufe untersucht und die Faktoren identifiziert, welche die Entwicklung des Wohlbefindens von Schüler/innen beeinflussen. (2) Anhand einer Interventionsstudie in Schulen werden anschliessend die Auswirkungen schulbasierter Interventionsprogramme zur Förderung des Wohlbefindens auf das kurz- und langfristige Wohlbefinden der Schüler/innen analysiert. (3) Aus den Ergebnissen wird dann wissenschaftlich sowie praktisch relevantes Wissen über das Wohlbefinden der Schüler/innen abgeleitet und sowohl der Forschung als auch den Schulen und der Öffentlichkeit zur Verfügung gestellt.

Wissenschaftlicher und gesellschaftlicher Kontext des Forschungsprojekts

Das Forschungsprojekt soll die Diskussion um das Wohlbefinden im schulischen Kontext bereichern. Unsere Arbeiten sollen dazu beitragen, die Entwicklung des Wohlbefindens der Schüler/innen sowie seine Ursachen und Korrelate besser zu verstehen. Eine umfassende Analyse des Wohlbefindens der Schüler/innen in verschiedenen Schulsystemen (in der Schweiz und in Russland) erweitert die empirische Grundlage für weitere Forschung und für die Gestaltung einer qualitativ hochwertigen Schulpraxis. Am Beispiel zweier unterschiedlicher Schulsysteme wird gezeigt, wie Schulen und Lehrpersonen das Wohlbefinden der Schüler/innen fördern und wie wohlbefindensförderliche Unterrichtsaktivitäten in bereits etablierte pädagogische Praktiken eingebettet werden können.

 

Direct link to Lay Summary Last update: 22.10.2020

Responsible applicant and co-applicants

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Associated projects

Number Title Start Funding scheme
159979 School Alienation in Switzerland and Luxembourg 01.09.2015 Project funding
156710 Maintaining and fostering students' positive learning emotions and learning motivation in maths instruction during early adolescence 01.01.2015 Project funding
159505 Lehren lernen mit Fachspezifischem Unterrichtscoaching durch Lehrpersonen und studentische Peers. Implementation und Wirkungen in heterogenen Praktikumskulturen in der Schweiz und in Deutschland 01.04.2016 Project funding
180236 Metacognition and Early Dual Language Learning in Social Context (Meta L2) 01.11.2018 Sinergia

Abstract

Many school systems have recognized the importance of fostering in schools both the skills of academic achievement and the skills of well-being (Layard & Hagell, 2015). Several reasons provide support for this ap-proach. First, age-related changes during adolescence accompanied by the demands of contemporary society may result in rising levels of stress among learners and low levels of well-being (Levitin, 2015). Second, promoting well-being contributes not only to students’ engagement in school, but also enhances learning processes in the classroom and can support academic achievement, facilitating the central goal of education (Duckworth & Selig-man, 2005; Pietarinen et al., 2014). Third, schools that incorporate a well-being policy may positively affect the whole school life, including social relationships, teaching and learning approaches, and overall school climate (Helliwell et al., 2015). Accordingly, students’ well-being has become an important part of education policy in many countries (OECD, 2017). Given that research on student well-being is still scarce, evidence-based knowledge about students’ well-being development and how to create possibilities for nurturing their well-being is needed (Waters, 2011). This project seeks to (a) investigate the impact of the school environment on secondary school students’ well-being and identify the factors at different ecological levels that might influence its develop-ment; (b) analyze the effects of school-based well-being-increasing intervention programs on student short- and long-term well-being; and (c) enrich scientifically as well as practically relevant knowledge about student well-being.Student well-being (SWB) may be viewed as a result of a constant interplay between individual, socio-cultural, and school environment factors (OECD, 2017). Accordingly, inquiring into the effects of both personal and contextual conditions, and their interplay, on the development of SWB might be a fruitful way to pursue the topic. This binational study, applying a 3-year longitudinal cohort-sequential design, examines SWB across dif-ferential contexts-secondary schools in Switzerland and Russia. Aiming to understand the phenomenon of SWB from a broader perspective, it incorporates both quantitative (student questionnaire) and qualitative (interviews with students and group discussions with teachers) methods and considers both individual characteristics and characteristics of the school environment. There is scientific evidence that SWB can be fostered (Mak et al., 2011; Ruini et al., 2009). Implementing SWB programs in schools may result in many benefits not only for students, but also for the whole school com-munity and climate (Seligman et al., 2009). In particular, the findings of successful intervention studies report that positive activities contribute to the development of SWB and positive behaviors and declines in perceived stress and depression (Inchley et al., 2016; Sin & Lyubomirsky, 2009). This study integrates sound intentional SWB-enhancing strategies that aim at cultivating positive emotions, cognitions, and behaviors among adolescents and addresses limitations of previous intervention studies. Specifically, this study applies a quasi-experimental design involving random assignment of classes into one of the three experimental conditions (a self-oriented con-dition, social-behavioral condition, and their combination) and one placebo control condition; provides several SWB-enhancing strategies applied under the optimal timing; includes teachers in the intervention program; con-siders individual’s socio-cultural background; is conducted with heterogeneous student populations. Thus, it will allow to draw more generalizable inferences, enrich SWB intervention research, extend practical application of the strategies, nourish pedagogical practices, and facilitate intercultural cooperation.
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