School Well-being Profile 2014-2015: Upper Secondary Institutions

The survey focused on school well-being in upper secondary institutions 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"). Facilities in the educational institution were studied with a number of questions about the classrooms (e.g. size, temperature, ventilation, desks), toilet facilities, the dining room, the yard and the building (e.g. safety, functionality). Access to the school nurse and the school welfare officer were charted as well as opinions on the study timetable, order in the class, rules and punishments, and the amount of studying. 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). The respondents were asked whether they had been bullied at school during the ongoing term and whether they themselves had bullied someone else. The students assessed whether their family appreciated their school work, whether their family motivated them for better performance in studies, and whether their family helped them with study-related issues. The statements on self-fulfilment explored different aspects of school work. Opinions were charted on 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 appreciated their studies, whether school work was easy for them, whether they had found a study method that suited them, and whether they had a chance to receive remedial teaching or other 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, fear, anxiety) during the ongoing term. Background variables included the respondent's gender, age, grade, and class id.

本调查聚焦芬兰高中阶段院校的学校福祉（school well-being），旨在调研学生对学校设施、学习环境、校内社交关系、校内自我实现途径以及自我感知健康状况的看法。本次调查包含陈述题与多选题两类题型，受访者通过五分制量表（即从“完全同意”至“完全不同意”）表明自身对各陈述题的认同程度。针对院校设施，调研围绕教室（如面积、温度、通风、课桌椅）、卫生间、食堂、校园场地与教学楼（如安全性、功能性）展开；同时调研了学生获取校医与学校福利专员服务的便利性，并就学习时间表、课堂秩序、校规与惩戒措施以及课业量等议题调研了学生的看法。与社交关系相关的陈述题涵盖学生间关系（如同学支持、被他人接纳）与师生关系（如教师的公平性与友善度）；此外还询问了受访者在当前学期是否曾在校园遭受欺凌，以及是否曾欺凌他人。学生自行评估了其家庭对自身学业的认可程度、是否激励其提升学业表现，以及是否在学业相关问题上提供协助。关于校内自我实现的陈述题探究了学业表现的多维度特征；同时调研了学生对“校方在学校发展规划与校规制定过程中是否采纳学生意见（即学校民主（school democracy））”以及“教师是否鼓励学生表达自身观点”的看法。此外，还调研了受访者是否认可自身学业、学业对其而言是否轻松、是否找到了适合自己的学习方法，以及在有需求时是否有机会获得补习或其他支持。健康维度方面，受访者被问及自我感知的整体健康状况，以及当前学期是否出现各类症状（如胃痛、睡眠问题、头痛、恐惧、焦虑）。本次调查的背景变量涵盖受访者的性别、年龄、年级与班级编号。