School Well-being Profile 2011-2012: 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 the school nurse and the school welfare officer were charted as well as opinions on the school timetable, order in the classroom, 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). The respondents were asked whether they had been bullied at school during the ongoing term and whether they themselves had bullied someone else. Parental attitudes to homework and school were studied. The students assessed whether their parents appreciated their school work, whether their parents motivated them for better performance in school, and whether they helped them with homework if needed. 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 school work, whether they had found a study method that suited them, 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, 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至9年级学生的校园福祉，探究了学生对校园设施、学习环境、校园中的社会关系以及自我实现途径的看法，以及学生对自身健康状况的认知。调查包含陈述句和多项选择题。受访者通过五点量表（即从“强烈同意”到“强烈不同意”）来表示他们对陈述句的赞同程度。调查通过一系列关于教室（例如，大小、温度、通风、课桌）、卫生间设施、食堂、校园和校园建筑（例如，安全性、功能性）的问题来研究校园设施。同时，对学校护士和学校福利官员的访问情况、对学校课程表、课堂秩序、学校规章制度和惩罚方式以及学校作业量的意见也被记录。与社会关系相关的陈述调查了学生与学生之间的关系（例如，同学支持、被他人接受）以及师生关系（例如，教师的公平与友好）。受访者还被问及在当前学期内是否在学校遭受欺凌，以及他们是否曾欺凌他人。调查还研究了家长对家庭作业和学校的看法。学生评估了他们的家长是否欣赏他们的学校作业，家长是否激励他们在学校取得更好的成绩，以及是否在需要时帮助他们完成家庭作业。关于自我实现的陈述探讨了学校工作的不同方面。调查了学生对学校在制定规章制度和发展过程中是否考虑了他们的意见（学校民主），以及教师是否鼓励学生表达自己的观点。调查了受访者是否欣赏他们的学校工作，是否找到了适合自己的学习方法，以及是否在需要时有机会接受补习教学。在健康方面，受访者被问及他们对自身整体健康的认知，以及他们在当前学期内是否出现过各种症状（例如，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、年级和班级ID。