探索与阿拉伯联合酋长国学生福祉相关的因素:PISA 2018

IF 1.4 Q2 EDUCATION & EDUCATIONAL RESEARCH Journal of Research in International Education Pub Date : 2024-04-06 DOI:10.1177/14752409241243011
Jose Marquez, Louise Lambert, Devi Khanna
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引用次数: 0

摘要

人们对如何在学校促进学生幸福感的兴趣与日俱增。研究表明,一些影响学生幸福感的因素是普遍存在的,但其他因素则因国家而异。阿拉伯联合酋长国(UAE)在学生幸福感方面存在巨大的地域、社会人口和学校类型差异,此前没有任何研究对这一问题进行过调查。我们利用多层次回归分析 PISA 2018 研究的数据,弥补了这一空白。我们的研究重点是生活满意度、积极情绪、消极情绪、生活意义和目的以及内化困难的心理健康症状。我们发现学校对学生幸福感的影响很大,在 56 个国家中位居第二。学校资源并不重要,而与时间利用、社会关系、健康和身体形象、积极的学校氛围以及对学校和教育的感受有关的因素则是重要的相关因素。这些因素有助于解释在阿联酋各类学校中观察到的福利不平等现象的很大一部分原因。
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Exploring factors associated with student wellbeing in the United Arab Emirates: PISA 2018
Interest in how to promote student wellbeing in schools is growing. Research shows that some drivers of wellbeing are universal, but others are country-specific. No prior study has investigated this question in the United Arab Emirates (UAE), where geographic, socio-demographic and school type differences in student wellbeing are substantial. We address this gap by using multilevel regression to analyse data from the PISA 2018 study. Our focus is on life satisfaction, positive affect, negative affect, meaning and purpose in life, and mental health symptoms of internalizing difficulties. We find large school effects on student wellbeing, the second largest school effects out of 56 countries. School resources are of little importance, whereas factors related to time use, social connections, health and body image, positive school climate, and feelings around school and education are important correlates. These factors help explain a substantial part of the wellbeing inequalities observed across types of schools in the UAE.
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来源期刊
Journal of Research in International Education
Journal of Research in International Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.30
自引率
14.30%
发文量
11
期刊介绍: The Journal of Research in International Education is an international, peer-reviewed journal in international education for schools, examiners and higher education institutions throughout the world. The Journal of Research in International Education seeks to advance the understanding and significance of international education. It sets out to undertake a rigorous consideration of the educational implications of the fundamental relationship between human unity and human diversity that ''education for international understanding'' requires. The JRIE encourages an approach to research in international education that will close the gap between the well established emergent theory and diverse practice throughout the world. In this context, international education is concerned with the promotion of education for international understanding and human rights, and may include peace education, global education and intercultural education. Authors may address, for example, the curriculum, institutional concerns, the history of education, policy and pedagogy at all levels.
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