School Well-being Profile 2009-2010: 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"). 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, 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). 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 the fairness of teachers. The students also assessed whether their parents appreciated their school work and helped them with study-related issues if needed. 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 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 were charted. 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, year of study, and group id.

本次调查聚焦于芬兰高中阶段学校福祉，探究学生对学校设施、学习环境、校园社会关系以及自我实现手段的看法，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”）来表达他们对陈述句的认同程度。研究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、校园和学校建筑（例如：安全性、功能性）的问题来考察学校设施。此外，还对学校护士和学校福利官员的可访问性和信任度、对学校时间表、课堂秩序、校规和惩罚以及学校作业量的看法进行了调查。关于社会关系的陈述涉及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：教师的公平和友善）。调查还研究了家长对家庭作业和学校的看法。通过询问教师和同学提供的帮助和鼓励、课堂小组合作以及教师是否公平等问题，对学习环境的看法进行了探讨。学生还评估了他们的家长是否欣赏他们的学校作业，在必要时是否帮助他们解决与学习相关的问题。此外，受访者还被问及他们在当前学期内是否在学校遭受欺凌，以及他们自己是否欺凌过他人。关于自我实现的陈述探讨了学校工作的各个方面。调查了学生对学校发展和制定校规时是否考虑了学生意见（学校民主），以及教师是否鼓励学生表达观点的看法。还探讨了受访者是否欣赏他们的学校作业，是否找到了适合他们的学习方法，以及在他们需要时是否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总体健康状况的认知，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、学习年份和组别ID。