Quantitative and qualitative research approaches to assess student well-being

Hascher, Tina (2008). Quantitative and qualitative research approaches to assess student well-being. International Journal of Educational Research, 47(2), pp. 84-96. Elsevier 10.1016/j.ijer.2007.11.016

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Although there is dissimiliarity in theoretical research approaches to subjective well-being and to assessments of well-being, there is agreement regarding the value of well-being, especially among student populations. In the highly structured, achievement-oriented, non-optimal context of a classroom, individual well-being is a necessary pre-condition for learning. Among student populations well-being should not be construed as an achievement enhancer; but, rather, recognized and measured as an educational value of its own. However, it is necessary for the positive bias towards learning at least in highly structured, achievement-orientated, non-optional learning contexts like school [cf. Hascher, T. (2004). Wohlbefinden in der Schule. Münster: Waxmann]. How can it be measured? Since different research approaches lead to a variety of instruments, the following paper will focus on two ways of assessing well-being in school: a questionnaire on student well-being (N = 2014) 1 and a semi-structured daily diary about relevant emotional situations in school (N = 58, period 3 × 2 weeks). Both methods are introduced and their methodological quality is discussed in terms of reliability, validity and in terms of their usefulness for improving school practice. Furthermore, the research potential of combining quantitative and qualitative data on students’ well-being is addressed.

Item Type:

Journal Article (Original 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

ISSN:

0883-0355

Publisher:

Elsevier

Language:

English

Submitter:

Noemi Martina Casola

Date Deposited:

10 Oct 2014 10:25

Last Modified:

01 May 2017 12:57

Publisher DOI:

10.1016/j.ijer.2007.11.016

BORIS DOI:

10.7892/boris.52337

URI:

https://boris.unibe.ch/id/eprint/52337

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