School Well-being Profile 2013-2014: 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.

本调研聚焦于芬兰中学后教育机构的校园福祉，探讨学生对校园设施、学习环境、学校中的社会关系以及学校内自我实现手段的观点，同时亦评估了学生的自我感知健康状况。调研内容包括陈述性问题及多项选择题。受访者通过五点量表（即从“强烈同意”至“强烈不同意”）来表明他们对陈述性问题的赞同程度。教育机构设施的研究涉及对教室（例如，规模、温度、通风、课桌）、卫生间设施、食堂、操场和建筑（例如，安全性、功能性）等多个问题的探讨。调研还记录了学生对学校护士和学校福利官员的可访问性、对学习时间表、课堂秩序、规章制度以及学习量的看法。与社会关系相关的问题涉及了学生间的关系（例如，同学支持、被他人接纳）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，以及他们自己是否曾欺凌他人。学生评估了他们的家庭是否欣赏他们的学业，家庭是否激励他们在学业上取得更好的成绩，以及家庭是否在学业相关问题上给予帮助。关于自我实现的陈述性问题探讨了学校工作的不同方面。调研还记录了学生对学校在制定规则和发展过程中是否考虑了学生意见（学校民主）的看法，以及教师是否鼓励学生表达自己的观点。关于学习难度、是否找到了适合自己的学习方法，以及是否有机会在需要时获得补习教学或其他支持的看法也被调查。在健康方面，受访者被问及他们对自身总体健康的感知，以及他们在当前学期内是否出现了各种症状（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。