School Well-being Profile 2006-2007: 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 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, keep up with homework, 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, 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、学校中的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。受访者使用五点量表（即从“强烈同意”到“强烈不同意”）来表明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、校园和学校建筑（例如：安全性、功能性）的问题来研究校园设施。同时，调查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、学校规则和惩罚、学校作业量的看法。涉及社会关系方面的陈述涉及学生与学生之间的关系（例如：同学支持、被他人接纳）以及师生关系（例如：教师公平友好）。调查了家长对家庭作业和学校的态度。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接触性以及课堂秩序等问题，对学习环境进行了探讨。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欺凌过他人。调查还研究了学生的意见是否被纳入学校发展和制定学校规则之中（学校民主），以及教师是否鼓励学生表达自己的观点。调查了受访者是否觉得能够跟上课程、专注于自己的工作、完成作业，以及他们是否了解自己在学校事务中的优点和缺点、欣赏自己的学校作业、认为学校有吸引他们的科目和学校俱乐部、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、年级和班级ID。