School Well-being Profile 2006-2007: Lower Secondary School, Grades 7-9

The survey focused on school well-being in grades 7-9 in Finland, studying student opinions on school facilities, the learning environment, social relationships in school, and means for self-fulfilment in school, as well as the students' 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 five-point scale (i.e. from "strongly agree" to "strongly disagree"). School facilities were studied with a number of questions about the classroom (e.g. size, temperature, ventilation, desks), toilet facilities, the dining room, the schoolyard and the school building (e.g. safety, functionality). Access to and trust in the school nurse and the school welfare officer were charted as well as opinions on the school timetable, school rules and punishments, and the amount of school work. The statements relating to social relationships canvassed student-student relationships (e.g. classmate support, being accepted by others) and teacher-student relationships (e.g. fairness and friendliness of teachers). Parental attitudes to homework and school were studied. Views on the learning environment were probed with questions on help and encouragement received from teachers, group work in the classroom, access to remedial teaching or special education, and order in the classroom. 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 survey also studied whether student opinions were taken into account in developing the school and in drawing up school rules (school democracy), and whether teachers encouraged students to express their views. Views were probed on whether the respondents felt they could follow the lessons, concentrate on their work, keep up with homework, and whether they knew their weaknesses and strengths in school matters, appreciated their school work, felt there were subjects at school and school clubs that interested them, had found a study method that suited them, and whether the pace of the lessons was suitable for them. 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, fear, anxiety) during the ongoing term. Background variables included the respondent's gender, age, grade, and class id.

本调查聚焦于芬兰7-9年级学生的学校幸福感，研究内容包括学生对学校设施、学习环境、校园社交关系、校园自我实现途径的看法，以及学生的感知健康状况。调查包含陈述题与多项选择题两种题型。受访者需采用五点量表（即从“强烈同意”到“强烈不同意”）表明其对各陈述的认同程度。

学校设施的研究涵盖教室（如面积、温度、通风、课桌椅）、卫生间设施、餐厅、操场及校舍建筑（如安全性、功能性）等多方面问题。调查还记录了学生对校护与学校福利专员的可及性与信任度，以及对学校时间表、校规校纪与课业量的看法。

社交关系相关陈述题调查了生生关系（如同学支持、被他人接纳）与师生关系（如教师的公平性与友好度）。研究亦涵盖家长对家庭作业与学校的态度。

学习环境相关看法通过以下问题探究：从教师处获得的帮助与鼓励、课堂小组活动、补救教学或特殊教育的可及性，以及课堂秩序。此外，受访者需回答本学期是否在校园内遭受欺凌，以及自身是否欺凌过他人。

调查还研究了学校发展与校规制定过程中是否采纳学生意见（校园民主），以及教师是否鼓励学生表达观点。此外，还探究了受访者对以下方面的看法：能否跟上课程进度、能否集中精力学习、能否完成家庭作业、是否了解自身在学业上的优缺点、是否认可自身学业表现、是否认为学校存在感兴趣的科目与社团、是否找到适合自己的学习方法，以及课程节奏是否合适。

健康方面，受访者需回答其感知总体健康状况，以及本学期是否出现过多种症状（如胃痛、睡眠问题、头痛、恐惧、焦虑）。

背景变量包括受访者的性别、年龄、年级与班级ID。