School Well-being Profile 2010-2011: 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. Parental attitudes to homework and school were studied. Views on the learning environment were probed with questions on help and encouragement received from teachers and classmates, group work in the classroom, and parents' participation in parents' nights or meetings. 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 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.

本次调查聚焦于芬兰四年级至六年级学生的校园福祉，探讨了学生对校园设施、学习环境、校园中的社会关系以及在学校实现自我价值的途径的看法，以及学生对自身健康状况的认知。调查内容包括陈述题和多项选择题。受访者通过三点量表（即“同意”、“既不同意也不反对”和“不同意”）表明他们对陈述的认同程度。通过一系列关于教室（例如，大小、温度）、洗手间设施、餐厅、校园和学校建筑（例如，安全性、功能性）的问题，对校园设施进行了研究。对学校时间表、课堂秩序以及获取校医服务的看法进行了记录。与社会关系相关的陈述涉及学生间的关系（例如，同学支持、在学校有朋友）以及师生关系。对家长对家庭作业和学校的看法进行了研究。通过关于从教师和同学那里获得的帮助和鼓励、课堂小组合作以及家长在家长之夜或会议中的参与的问题，对学习环境中的观点进行了探讨。此外，受访者还被问及在当前学期是否在学校遭受欺凌，以及他们自己是否曾欺凌过他人。关于自我实现的陈述探讨了学校工作的不同方面。对教师是否倾听学生意见以及在学校规则制定时是否考虑了学生意见（学校民主）的看法进行了记录。探讨了他们是否管理好自己的学习，是否认为学校工作重要，以及是否在需要时有机会接受补救教学。在健康方面，受访者被问及他们感知的总体健康状况，以及他们是否在当前学期期间出现了各种症状（例如，胃痛、睡眠问题、头痛、抑郁和焦虑）。背景变量包括受访者的性别、年龄、年级和班级ID。