Factors which influence the well-being of pupils in flemish secondary schools

By N. Engels, A. Aelterman, K. V. Petegem, A. Schepens. 2004

159 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Safety Research

View Paper: https://www.semanticscholar.org/paper/2a371d31580de8e046abe98701778b5045e8781a

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. G. Devos
2. A. Aelterman
3. Hilde Van Keer
4. Jeffrey P. Dorman
5. Craig Deed
6. Yves Rosseel
7. D. Edwards
8. P. Cox

In Education

1. G. Devos
2. N. Engels
3. Chang Zhu
4. Yves Rosseel
5. A. Aelterman
6. Hilde Van Keer
7. Jeffrey P. Dorman
8. Craig Deed

In Safety Research

1. A. Aelterman
2. Hilde Van Keer
3. Jeffrey P. Dorman
4. Yves Rosseel
5. G. Devos
6. Vaughan Prain

Citations in the corpus

• Development and Validation of the Brief Adolescents’ Subjective Well-Being in School Scale (BASWBSS) (2014, unknown): “SWB in school is an important indicator, which reflects not only the quality of life of adolescents but also the quality of education in schools (Engels et al. 2004; Park 2004).”
• Personalised learning: lessons to be learnt (2012, background): “…transparency (Waldrip et al., 2009), academic efficacy (Midgley et al., 2000), peer relationships, self-report on disruptive behaviour, individualisation and the opportunity for personal and social development (Engels et al., 2000, 2004; Aelterman et al., 2002; Van Petegem et al., 2007).”
• The well‐being of teachers in Flanders: the importance of a supportive school culture (2007, background): “The fact that teachers state that they are effective and that many claim to have a pupil-centred approach and a positive attitude towards innovations, is in sharp contrast with the fact that the average pupil in secondary school does not feel good at school and does not enjoy going to school (cf. Va”
• Teacher perceptions of school culture and their organizational commitment and well-being in a Chinese school (2011, background): “Earlier studies define teacher well-being as ‘‘a positive emotional state that is the result of a harmony between the sum of specific context factors on the one hand and the personal needs and expectations toward the school on the other hand’’ (Aelterman et al. 2002; Engels et al. 2004).”
• The influence of student characteristics and interpersonal teacher behaviour in the classroom on student’s wellbeing (2007, methodology): “Students attending technical and vocational secondary schools are the subjects for this study since these students generally score the lowest on the wellbeing scale ( Engels, Aelterman, Schepens & Van Petegem, 2004 ).”