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The Role of Social Categories and the Social Climate for the Development of Well-Being in Elementary School Students
Trauernicht, Mareike; Oppermann, Elisa; Rubach, Charlott; u. a. (2024): The Role of Social Categories and the Social Climate for the Development of Well-Being in Elementary School Students, in: Zeitschrift für Entwicklungspsychologie und pädagogische Psychologie = German journal of developmental and educational psychology, Göttingen: Hogrefe, Jg. 56, Nr. 1–2, S. 7–19, doi: 10.1026/0049-8637/a000288.
Faculty/Chair:
Alternative Title:
Die Rolle sozialer Kategorien und des sozialen Klimas für die Entwicklung des Wohlbefindens von Grundschulkindern
Title of the Journal:
Zeitschrift für Entwicklungspsychologie und pädagogische Psychologie = German journal of developmental and educational psychology
ISSN:
0049-8637
Publisher Information:
Year of publication:
2024
Volume:
56
Issue:
1-2
Pages:
Language:
English
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.
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.
GND Keywords:
-
Keywords:
school well-being
gender
migration background
elementary school
social climate
DDC Classification:
RVK Classification:
Type:
Article
Activation date:
January 10, 2025
Versioning
Question on publication
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https://fis.uni-bamberg.de/handle/uniba/104465