Child Well-being: A Systematic Review of the Literature

By Elizabeth L. Pollard, P. D. Lee. 2003

744 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/901cfe9ea3467f8656944e5178efae27a1d921e5

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Citations in the corpus

Positive Indicators of Child Well-Being: A Conceptual Framework, Measures, and Methodological Issues (2011, background): “In their review of the literature on child well-being, the authors identified a commonly used framework involving 5 domains.(Pollard and Lee, 2003) Individual 1.”
Wellbeing in schools: what do students tell us? (2018, background): “A systematic literature review by Pollard and Lee (2003) identified five distinct domains of wellbeing: physical, psychological, cognitive, social and economic.”
The Structural Model of Child Well-Being (2013, background): “Further, physical, mental and social dimensions can be found in almost every list of the domains of child well-being although mental well-being is often decentralized into several domains such as psychological and cognitive (Pollard and Lee 2003).”
A Microdata Child Well-Being Index: Conceptualization, Creation, and Findings (2008, background): “Despite the availability of more data in the USA, it has been difficult to achieve public consensus about what the key indicators of child well-being are, since personal values, cultural differences, and definitions about children’s well-being vary (Moore 1997; Pollard and Lee 2003 ).”
The Psychological Well-Being of Early Identified Gifted Children (2016, methodology): “In a systematic review of the literature on the well-being of children, Pollard and Lee (2003) concluded that the definitions of well-being in children vary so greatly that comparison seems impossible.”
The student well-being model: a conceptual framework for the development of student well-being indicators (2014, background): “…multiple interpretations of how it should be defined and used, as well as the importance of exploring how well-being is understood and experienced across diverse populations and contexts (Ereaut & Whiting, 2008; Fraillon, 2004; Knight & McNaught, 2011; Pollard & Lee, 2003; Rose & Rowlands, 2010).”
Students’ Well-Being and Academic Achievement: A Meta-Analysis Study (2021, background): “The contradictory literature partly stems from measuring well-being based on only a single domain (Pollard & Lee, 2003).”
The Contribution of Social Relationships to Children’s Happiness (2009, background): “There is no generally accepted measure of well-being or happiness for children and most studies rely on subjective measures (Pollard and Lee 2003).”
Nature as children's space: A systematic review (2017, background): “The focus of the empirical studies spanned various aspects of children’s direct experiences in natural spaces, and underscored three components of children’s well-being, namely physical, emotional, and psychological (Pollard & Lee, 2003).”
Learning difficulties, academic well-being and educational dropout: A person-centred approach (2014, methodology): “Positive and negative indicators of well-being—such as self-esteem, school value and stress—are commonly used indicators of adolescent academic well-being (Pollard & Lee, 2003).”
Socially Assistive Robots in Elderly Care: A Mixed-Method Systematic Literature Review (2014, background): “Because of the multifaceted nature of well-being (Diener, 2009; Michaelson et al., 2009; Pollard & Lee, 2003; Stiglitz, Sen, & Fitoussi, 2009), in order to acquire deeper and more organized knowledge about the effects of SAR on well-being of the elderly, it is better to categorize them.”
The challenge of defining wellbeing (2012, background): “Consequently, the diversity of dimensions has created a ‚confusing and contradictory research base‛ (Pollard and Lee, 2003, p. 2).”
Indicators and Indices of Child Well-being: A Brief American History (2007, background): “On the issue of cut-points, Pollard and Lee (2003) noted in”