FSD2557 School Well-being Profile 2009-2010: Primary School, Grades 4-6
The dataset is (B) available for research, teaching and study.
Study description in other languages
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- Konu, Anne (University of Tampere. Tampere School of Public Health)
bullying, educational facilities, health, parental encouragement, peer-group relationship, primary schools, satisfaction, school classes, school-student relationship, schoolchildren, schools, social networks, teacher-student relationship
The survey focused on school well-being in grades 4-6 in Finland, studying pupil opinions on school facilities, lthe earning environment, social relationships in school, and means for self-fulfilment in school, as well as the pupils' perceived health status. The survey contained both statements and multiple choice questions. The respondents indicated to what extent they agreed with the statements using a three-point scale (i.e. "agree", "neither agree nor disagree" and "disagree").
School facilities were studied with a number of questions about the classroom (e.g. size, temperature), toilet facilities, the dining room, the schoolyard and the school building (e.g. safety, functionality). Opinions on the school timetable, order in the classroom, and access to the school nurse were charted. The statements relating to social relationships canvassed pupil-pupil relationships (e.g. classmate support, having friends at school) and teacher-pupil relationships. Parental attitudes to homework and school were studied. Views on the learning environment were probed with questions on help and encouragement received from teachers and classmates, group work in the classroom, and parents' participation in parents' nights or meetings. In addition, the respondents were asked whether they had been bullied at school during the ongoing term and whether they themselves had bullied someone else.
The statements on self-fulfilment explored different aspects of school work. Opinions on whether teachers listened to pupils and whether pupils' opinions were taken into account when school rules were decided (school democracy) were charted. Views were probed on whether they managed their studies well, whether they considered school work important, and whether they had a chance to receive remedial teaching (one-to-one support) if needed. Regarding health, the respondents were asked about their perceived general health and whether they had had various symptoms (e.g. stomach ache, sleeping problems, headache, depression, and anxiety) during the ongoing term.
Background variables included the respondent's gender, age, grade, and class id.
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