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Factor structure of the School Well-being Model.

A Konu1, E Alanen, T Lintonen

  • 1Tampere School of Public Health, 33014 University of Tampere, Finland.

Health Education Research
|January 1, 2003
PubMed
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This study validated the School Well-being Model, finding its four factors (school conditions, social relationships, self-fulfillment, health) applicable. The model can create profiles to guide school well-being improvements.

Area of Science:

  • Educational Psychology
  • Public Health
  • Adolescent Well-being

Background:

  • Student well-being is crucial for academic success and overall development.
  • Existing models require empirical validation to ensure accurate measurement.
  • The School Well-being Model offers a framework for assessing multifaceted student well-being.

Purpose of the Study:

  • To empirically confirm the factor structure of the School Well-being Model.
  • To assess the model's fit using data from a large adolescent sample.
  • To identify areas for refinement within the model's components.

Main Methods:

  • Confirmatory factor analysis was employed to test the four-factor structure.
  • Data were collected from 40,147 students in grades 8 and 9 via the School Health Promotion Survey in Finland.

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  • Model fit indices (GFI) and internal consistencies (Cronbach's alpha) were calculated.

    • Main Results:

    • The four-factor structure demonstrated a good fit to the data (GFI=0.93).
    • Internal consistencies ranged from 0.62 to 0.84, indicating acceptable reliability.
    • School conditions and health status were well-represented, while social relationships and self-fulfillment could be enhanced with more variables.

    Conclusions:

    • The School Well-being Model is empirically supported and suitable for assessing student well-being.
    • The model can generate valuable profiles for identifying school-specific areas for well-being enhancement.
    • Further refinement of the social relationships and self-fulfillment components is recommended for comprehensive assessment.