What Constitutes Student Well-Being: A Scoping Review Of Students’ Perspectives

Saira Hossain (), Sue O’Neill () and Iva Strnadová ()
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Saira Hossain: UNSW Sydney
Sue O’Neill: UNSW Sydney
Iva Strnadová: UNSW Sydney

Child Indicators Research, 2023, vol. 16, issue 2, No 1, 447-483

Abstract: Abstract Student well-being has recently emerged as a critical educational agenda due to its wide-reaching benefits for students in performing better at school and later as adults. With the emergence of student well-being as a priority area in educational policy and practice, efforts to measure and monitor student well-being have increased, and so has the number of student well-being domains proposed. Presently, a lack of consensus exists about what domains are appropriate to investigate and understand student well-being, resulting in a fragmented body of work. This paper aims to clarify the construct of student well-being by summarising and mapping different conceptualisations, approaches used to measure, and domains that entail well-being. The search of multiple databases identified 33 studies published in academic journals between 1989 and 2020. There were four approaches to conceptualising student well-being found in the reviewed studies. They were: Hedonic, eudaimonic, integrative (i.e., combining both hedonic and eudaimonic), and others. Results identified eight overarching domains of student well-being: Positive emotion, (lack of) Negative emotion, Relationships, Engagement, Accomplishment, Purpose at school, Intrapersonal/Internal factors, and Contextual/External factors. Recommendations for further research are offered, including the need for more qualitative research on student well-being as perceived and experienced by students and for research to be conducted in a non-western context.

Keywords: Domain; Eudaimonic; Hedonic; Scoping review; Student well-being (search for similar items in EconPapers)
Date: 2023
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DOI: 10.1007/s12187-022-09990-w

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