Well-being and learning in school

Hascher, Tina (2012). Well-being and learning in school. In: Seel, Norbert M. (ed.) Encyclopedia of the Sciences of Learning (pp. 3453-3456). Heidelberg: Springer 10.1007/978-1-4419-1428-6_1832

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Although there are various definitions for the term “well-being,” it is agreed that well-being in school represents a set of subjective feelings and attitudes toward school. Moreover, enjoyment (some use the term “happiness”) is recognized as a core element of well-being in general as well as at school. Well-being in school is defined as an indicator of the quality of scholastic life, and contributes to students’ physical and psychological health and development. As such it is strongly connected to learning. Well-being in school consists of cognitive, emotional, and physical components, i.e., a learner’s thoughts, feelings, and bodily sensations. Consequently, it differs significantly from an individual’s cognitive appraisals like satisfaction, or from discrete positive emotions like enjoyment. Well-being in school can be described through the relationship of positive and negative aspects of school life

Item Type:

Book Section (Encyclopedia Article)

Division/Institute:

07 Faculty of Human Sciences > Institute of Education > School and Teaching Research

UniBE Contributor:

Hascher, Tina

Subjects:

300 Social sciences, sociology & anthropology > 370 Education

ISBN:

978-1-4419-1427-9

Publisher:

Springer

Language:

English

Submitter:

Noemi Martina Casola

Date Deposited:

18 Sep 2014 15:12

Last Modified:

11 Sep 2017 15:23

Publisher DOI:

10.1007/978-1-4419-1428-6_1832

BORIS DOI:

10.7892/boris.52267

URI:

https://boris.unibe.ch/id/eprint/52267

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