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Schooling and Children’s Subjective Well-Being

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Handbook of Child Well-Being

Abstract

This chapter reviews the existing literature with respect to conceptualization, measurement, and correlates of children’s subjective well-being, with a special emphasis on their schooling experiences. The review includes environmental factors (e.g., peer relationships, teachers’ behavior, parental involvement) and individual difference factors (e.g., students’ academic performance, behavioral engagement). Although much more research is needed, the quality of children’s school experiences appears to be significantly linked to their subjective well-being. Recommendations for future research and implications for professional practice are discussed.

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Authors and Affiliations

  1. Department of Psychology, University of South Carolina, Columbia, SC, 29208, USA

    Prof. E. Scott Huebner Ph.D., Kimberly J. Hills, Xu Jiang, Rachel F. Long, Ryan Kelly & Michael D. Lyons

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  1. Prof. E. Scott Huebner Ph.D.
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  2. Kimberly J. Hills
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  6. Michael D. Lyons
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Correspondence to E. Scott Huebner Ph.D. .

Editor information

Editors and Affiliations

  1. Paul Baerwald School of Social Work and The Hebrew University of Jerusalem, Jerusalem, Israel

    Asher Ben-Arieh

  2. Research Institute of Quality of Life, University of Girona, Girona, Spain

    Ferran Casas

  3. Department of Sociology and Human Geography, University of Oslo, Oslo, Norway

    Ivar Frønes

  4. Department of Anthropology, Case Western Reserve University, Cleveland, Ohio, USA

    Jill E. Korbin

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Huebner, E.S., Hills, K.J., Jiang, X., Long, R.F., Kelly, R., Lyons, M.D. (2014). Schooling and Children’s Subjective Well-Being. In: Ben-Arieh, A., Casas, F., Frønes, I., Korbin, J. (eds) Handbook of Child Well-Being. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-9063-8_26

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