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Psicologia, Saúde & Doenças

Print version ISSN 1645-0086

Abstract

GASPAR, Tania et al. Learning and well-being ecosystems: factors that influence school success. Psic., Saúde & Doenças [online]. 2020, vol.21, n.2, pp.462-481. ISSN 1645-0086.  http://dx.doi.org/10.15309/20psd210221.

The school’s ecosystem can work as a promoter of both school success and well-being. This article describes and intends to shed light on the factors of the school’s ecosystem that influence school success and students’ fondness for school. This specific work includes students from 6th (30.7%), 8th (33.7%), 10th (20.8%) and 12th school years (14.8%), a total of 8215 students, 4327 of whom are girls (52 , 7%), with a mean age of 14.36 years (SD = 2.28), from all over the continent, and that participated in the Health Behavior in School-Aged Children / HBSC study (Inchley et al., 2016; Matos et al ., 2015, 2018). Results reveal gender and age differences related to the school’s ecosystem, and, overall, boys and younger students report more positive indicators. However, boys report the worst global perception related to school and younger students reveal higher anxiety / stress / lack of control. Regression models were performed that explain fondness for school, perception of success and pressure with homework by gender, age, family support, relationship with colleagues, teachers, classes at school, overall fondness for school and anxiety / stress / lack of control. It was concluded that perception of success and fondness for school are complex and multidimensional phenomena. Nevertheless, overall, students scale them down to school grades and feeling pressured at school (with evaluations, parents’ pressure about grades; having too much to study and the lack of life relatedness of school topics), thus impairing students’ fondness for learning.

Keywords : school’s ecosystem; fondness for school; school success; well-being; school stress.

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