2022-12-01, Kassis, Wassilis, Janousch, Clarissa, Sidler, Petra, Aksoy, Dilan, Favre, Céline Anne, Ertanir, Beyhan, Nazari, Nabi

Adolescence is a developmental stage with high risks in terms of psychological challenges and adjustments related to subjective well-being. Thus far, the findings reported a general decrease in school-related well-being over time. We considered well-being a multidimensional and latent construct that included both feeling good and functioning well at the individual level, and focused on the interplay between hedonic and eudemonic factors. Data of = 377 high school students in Switzerland were used by conducting an online longitudinal study with two waves. Baseline data was gathered in autumn 2019 and the subsequent time point occurred 1 year later (2020; grades seven and eight). By applying a person-oriented analytical approach via latent class and latent transition analyses, we were able to identify and compare longitudinally three distinct well-being patterns and the respective trajectories. Regarding the distribution of the well-being patterns for both waves, significant changes over time were identified: particularly from wave 1 to wave 2, where there was an increase for the low and high well-being patterns, yet a decrease for the middle pattern. Comparing the stability of the respective patterns over time, the high well-being level showed the highest stability of all identified patterns. Multinomial logistic regression of covariates to the identified latent status membership established for both waves showed low but significant effects of socio-demographic variables. At wave 1, having a migration background was associated with a significant increase of being in a low versus high well-being level pattern. At wave 2, being female was associated with a significant increase of being in a low versus high and in a middle versus high well-being pattern.

2021-09-13, Kassis, Wassilis, Govaris, Christos, Chouvati, Raia, Sidler, Petra, Janousch, Clarissa, Ertanir, Beyhan

We detected three very similar school well-being patterns among migrant and native students for both countries. The highest school well-being pattern for migrant and native students is derived from a combination of low levels of fear/depression and high levels of self-determination, self-efficacy, and self-esteem in conjunction with high levels of life satisfaction, general well-being, and satisfaction with grades at school. Overall, we found that higher levels of social support, as introduced via teacher support and resilience, play a great role in determining the school well-being level that a young person achieves.