School Well-being Profile 2011-2012: Primary School, Grades 4-6

The survey focused on school well-being in grades 4-6 in Finland, studying pupil opinions on school facilities, the learning environment, social relationships in school, and means for self-fulfilment in school, as well as the pupils' 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 three-point scale (i.e. "agree", "neither agree nor disagree" and "disagree"). School facilities were studied with a number of questions about the classroom (e.g. size, temperature), toilet facilities, the dining room, the schoolyard and the school building (e.g. safety, functionality). Opinions on the school timetable, order in the classroom, and access to the school nurse were charted. The statements relating to social relationships canvassed pupil-pupil relationships (e.g. classmate support, having friends at school) and teacher-pupil relationships with questions on help and encouragement received from classmates, group work in the classroom and teacher fairness and friendliness. The respondents were asked whether they had been bullied at school during the ongoing term and whether they themselves had bullied someone else. Parental encouragement and attitudes to homework and school were studied as well as parents' participation in parents' nights or meetings. The statements on self-fulfilment explored different aspects of school work. Opinions on whether teachers listened to pupils and whether pupils' opinions were taken into account when school rules were decided (school democracy) were charted. Views were probed on whether they managed their studies well, whether they considered school work important, and whether they had a chance to receive remedial teaching 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, depression, and anxiety) during the ongoing term. Background variables included the respondent's gender, age, grade, and class id.

本调查聚焦芬兰4至6年级学生的校园福祉（school well-being）状况，系统探究学生对校园设施、学习环境、校内社交关系、校园自我实现路径以及自身感知健康状态的看法。本次调查同时包含陈述题与多选题。受访者采用三点量表（即“同意”、“既不同意也不反对”与“不同意”）表明对各陈述题的认同程度。校园设施相关调研通过多项问题展开，涵盖教室（如面积、温度）、厕所设施、餐厅、操场以及教学楼（如安全性、功能性）等维度。此外还针对课程表安排、课堂秩序以及校医服务可及性收集了学生意见。与社交关系相关的陈述题涵盖学生间关系（如同学支持、在校拥有好友）与师生关系，相关问题涉及同学提供的帮助与鼓励、课堂小组活动，以及教师的公平性与亲和性。受访者还被问及在当前学期是否曾在校园内遭受欺凌，以及自身是否曾欺凌他人。调研同时探究了家长的鼓励态度、对家庭作业与校园的看法，以及家长参与家长会或家校会议的情况。关于自我实现的陈述题探讨了学业表现的多维度内容。调研还收集了学生对于“教师是否倾听学生意见”、“制定校规时是否考量学生观点（即校园民主）”的看法。此外，受访者被询问是否能够妥善管理学业、是否认为学业任务重要，以及在需要时是否有机会获得辅导教学。健康维度方面，受访者被问及自身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、抑郁与焦虑）。本次调研的背景变量包括受访者的性别、年龄、年级与班级编号。