@article{ref1,
title="What constitutes student well-being: a scoping review of students' perspectives",
journal="Child indicators research",
year="2023",
author="Hossain, Saira and O'Neill, Sue and Strnadová, Iva",
volume="16",
number="2",
pages="447-483",
abstract="Student well-being has recently emerged as a critical educational agenda due to its wide-reaching benefits for students in performing better at school and later as adults. With the emergence of student well-being as a priority area in educational policy and practice, efforts to measure and monitor student well-being have increased, and so has the number of student well-being domains proposed. Presently, a lack of consensus exists about what domains are appropriate to investigate and understand student well-being, resulting in a fragmented body of work. This paper aims to clarify the construct of student well-being by summarising and mapping different conceptualisations, approaches used to measure, and domains that entail well-being. The search of multiple databases identified 33 studies published in academic journals between 1989 and 2020. There were four approaches to conceptualising student well-being found in the reviewed studies. They were: Hedonic, eudaimonic, integrative (i.e., combining both hedonic and eudaimonic), and others. <br><br>RESULTS identified eight overarching domains of student well-being: Positive emotion, (lack of) Negative emotion, Relationships, Engagement, Accomplishment, Purpose at school, Intrapersonal/Internal factors, and Contextual/External factors. Recommendations for further research are offered, including the need for more qualitative research on student well-being as perceived and experienced by students and for research to be conducted in a non-western context.<p /> <p>Language: en</p>",
language="en",
issn="1874-897X",
doi="10.1007/s12187-022-09990-w",
url="http://dx.doi.org/10.1007/s12187-022-09990-w"
}