School Well-being Profile 2005-2006: 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, 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, group work in the classroom, access to remedial teaching or special education, and order in the classroom. 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 survey also studied 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 felt they could follow the lessons, concentrate on their work, do their school work, and whether they knew their weaknesses and strengths in school matters, appreciated their school work, felt there were subjects at school and school clubs that interested them, had found a study method that suited them, and whether the pace of the lessons was suitable for them. 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.

本调查聚焦于芬兰中学后教育机构的校园福祉，探究学生对校园设施、学习环境、校园内的人际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。调查内容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”）表明他们对陈述句的认同程度。调查对校园设施进行了多方面考察，包括教室（例如，教室大小、温度、通风、课桌）、卫生间设施、食堂、校园及校舍（例如，安全性、功能性）。调查还记录了学生对校医和学校福利官员的可接触性和信任度，以及对学校课程表、校规及惩罚措施以及学校作业量的看法。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，教师的公平与友好）。调查还研究了家长对家庭作业和学校的看法。通过询问教师提供的帮助和鼓励、课堂小组合作、补救教学或特殊教育的可获取性以及课堂秩序等问题，对学习环境进行了探究。此外，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。调查还研究了学生意见是否在制定学校发展和校规（学校民主）的过程中得到考虑，以及教师是否鼓励学生表达自己的观点。调查还探究了受访者是否觉得能够跟上课程，专注于自己的工作，完成学校作业，以及他们是否了解自己在学校事务中的优点和不足，是否欣赏自己的学校工作，是否觉得学校有吸引他们的科目和学校俱乐部，是否找到了适合自己的学习方法，以及课程的节奏是否适合他们。在健康方面，受访者被问及他们对自身整体健康的感知，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、学习年份和组别ID。