| Popis: |
School well-being is a topic of growing interest in educational research and practice, although its multidimensional nature and the imprecision of its definition limit its knowledge and make a more in-depth study necessary. The aim of this article was to deepen the understanding of the construct of school well-being, starting from a generic view, identifying perspectives, models and aspects involved in its definition. A systematic review was carried out of 53 scientific articles published between 2000-2020 in prestigious international databases (American Psychological Association PsycInfo, Education Resource Information Centre, Scopus, Web of Science). PRISMA recommendations for systematic reviews were followed, previously using the PICO approach to formulate eligibility criteria and search for research questions. Data were analysed descriptively using meta-narrative. The results focused on describing the characteristics of the studies (methodology, participants, years of publication and countries); explaining the two perspectives classically linked to school well-being as a subjective (hedonic) and psychological (eudaimonic) concept, and incorporating a third reference to social well-being; as well as identifying factors that operationalise it, based on theories and models of general and school well-being. In short, equal importance should be given to the subjective, psychological and social components, in a differentiated and interconnected manner, overcoming the restrictive vision of previous studies. Some limitations are raised, as well as the implications of the findings in future lines of research and in the development of educational proposals focused on promoting and improving well-being at school. |
