The Role of Social Categories and the Social Climate for the Development of Well-Being in Elementary School Students-Reference-Cited by-同舟云学术

The Role of Social Categories and the Social Climate for the Development of Well-Being in Elementary School Students

Published:2024-01 Issue:1-2 Volume:56 Page:7-19
ISSN:0049-8637
Container-title:Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie
language:en
Short-container-title:Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie

Author:

Trauernicht Mareike¹^ORCID,Oppermann Elisa²^ORCID,Rubach Charlott³^ORCID,Simpkins Sandra⁴^ORCID,Lazarides Rebecca⁵^ORCID

Affiliation:

1. Department of Education, University of Potsdam, Germany

2. Department of Early Childhood Education, University of Bamberg, Germany

3. Department of Education, University Rostock, Germany

4. School of Education, University of California, Irvine, CA, USA

5. Cluster Science of Intelligence (SCIoI), Technical University Berlin, Germany

Abstract

Abstract: School well-being is shaped by person- and context-specific factors and is a target criterion of educational processes. However, only little is known about the development of students’ school well-being during elementary school, including the role of (intersecting) social categories and the social context. The present study examines changes in elementary students’ school well-being (liking to go to school), the link to students’ gender and immigrant background, their intersection, and the perceived class climate. The sample included data from 2,395 third- and fourth-graders (48 % girls; MAgeT1 = 9.31 years, SDAgeT1 = 0.47) from a German longitudinal study. Linear growth curve models demonstrated a significant decline in school well-being over time. Boys without an immigrant background reported particularly low school well-being; class climate was positively related to students’ well-being. The study contributes to a better understanding of the intersectionality of various social categories and contextual influences related to developmental changes in elementary students’ school well-being.

Publisher

Hogrefe Publishing Group

Link

https://econtent.hogrefe.com/doi/pdf/10.1026/0049-8637/a000288

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