Factor structure of the School Well-being Model
The aim of this study was to confirm empirically the factor structure of the School Well-being Model. In this Model well-being was divided into school conditions, social relationships, means for self-fulfillment and health status. Data for this study were collected by the School Health Promotion Sur...
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| Veröffentlicht in: | Health education research 2002-12, Vol.17 (6), p.732-742 |
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| creator | Konu, A. Alanen, E. Lintonen, T. Rimpelä, M. |
| description | The aim of this study was to confirm empirically the factor structure of the School Well-being Model. In this Model well-being was divided into school conditions, social relationships, means for self-fulfillment and health status. Data for this study were collected by the School Health Promotion Survey in Finland with 40 147 respondents from Grades 8 and 9. The 43 variables from the Survey were fitted into the School Well-being Model using confirmatory factor analysis. The Goodness of Fit Index (GFI) for the four-factor model was 0.93 and GFI Adjusted for Degrees of Freedom was 0.93. The correlations between factors varied from 0.30 to 0.78 and internal consistencies (Cronbach’s αs) from 0.62 to 0.84. The categories school conditions and health status had a good variety of variables. However, the social relationships and the means for self-fulfillment categories would have benefited from additional questions. The School Well-being Model can be utilized to construct school well-being profiles both for groups of pupils and for schools as a whole. The school well-being profile could highlight the area or areas in which schools could make improvements in order to promote the well-being of its pupils. |
| doi_str_mv | 10.1093/her/17.6.732 |
| format | Article |
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In this Model well-being was divided into school conditions, social relationships, means for self-fulfillment and health status. Data for this study were collected by the School Health Promotion Survey in Finland with 40 147 respondents from Grades 8 and 9. The 43 variables from the Survey were fitted into the School Well-being Model using confirmatory factor analysis. The Goodness of Fit Index (GFI) for the four-factor model was 0.93 and GFI Adjusted for Degrees of Freedom was 0.93. The correlations between factors varied from 0.30 to 0.78 and internal consistencies (Cronbach’s αs) from 0.62 to 0.84. The categories school conditions and health status had a good variety of variables. However, the social relationships and the means for self-fulfillment categories would have benefited from additional questions. The School Well-being Model can be utilized to construct school well-being profiles both for groups of pupils and for schools as a whole. The school well-being profile could highlight the area or areas in which schools could make improvements in order to promote the well-being of its pupils.</description><identifier>ISSN: 0268-1153</identifier><identifier>ISSN: 1465-3648</identifier><identifier>EISSN: 1465-3648</identifier><identifier>DOI: 10.1093/her/17.6.732</identifier><identifier>PMID: 12507348</identifier><identifier>CODEN: HRTPE2</identifier><language>eng</language><publisher>England: Oxford University Press</publisher><subject>Adolescent ; Adolescents ; Educational Environment ; Factor Analysis ; Factor structures ; Female ; Finland ; Goodness of Fit ; Health ; Health Status Indicators ; Health Surveys ; Health technology assessment ; Humans ; Interpersonal Relations ; Life Satisfaction ; Male ; ORIGINAL ARTICLES ; Psychology, Adolescent ; School Health Services - organization & administration ; School Wellbeing Model ; Schools ; Secondary schools ; Self Concept ; Social Environment ; Students ; Teaching Methods ; Wellbeing</subject><ispartof>Health education research, 2002-12, Vol.17 (6), p.732-742</ispartof><rights>Oxford University Press 2002</rights><rights>Copyright Oxford University Press(England) Dec 2002</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c584t-aff66126bbb3f80bf0db3844f2140b669c9bc242e5f8f92e4e34a9919cf2fb463</citedby></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.jstor.org/stable/pdf/45109879$$EPDF$$P50$$Gjstor$$H</linktopdf><linktohtml>$$Uhttps://www.jstor.org/stable/45109879$$EHTML$$P50$$Gjstor$$H</linktohtml><link.rule.ids>314,776,780,799,27901,27902,30976,30977,57992,58225</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/12507348$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Konu, A.</creatorcontrib><creatorcontrib>Alanen, E.</creatorcontrib><creatorcontrib>Lintonen, T.</creatorcontrib><creatorcontrib>Rimpelä, M.</creatorcontrib><title>Factor structure of the School Well-being Model</title><title>Health education research</title><addtitle>Health Educ. Res</addtitle><description>The aim of this study was to confirm empirically the factor structure of the School Well-being Model. In this Model well-being was divided into school conditions, social relationships, means for self-fulfillment and health status. Data for this study were collected by the School Health Promotion Survey in Finland with 40 147 respondents from Grades 8 and 9. The 43 variables from the Survey were fitted into the School Well-being Model using confirmatory factor analysis. The Goodness of Fit Index (GFI) for the four-factor model was 0.93 and GFI Adjusted for Degrees of Freedom was 0.93. The correlations between factors varied from 0.30 to 0.78 and internal consistencies (Cronbach’s αs) from 0.62 to 0.84. The categories school conditions and health status had a good variety of variables. However, the social relationships and the means for self-fulfillment categories would have benefited from additional questions. The School Well-being Model can be utilized to construct school well-being profiles both for groups of pupils and for schools as a whole. The school well-being profile could highlight the area or areas in which schools could make improvements in order to promote the well-being of its pupils.</description><subject>Adolescent</subject><subject>Adolescents</subject><subject>Educational Environment</subject><subject>Factor Analysis</subject><subject>Factor structures</subject><subject>Female</subject><subject>Finland</subject><subject>Goodness of Fit</subject><subject>Health</subject><subject>Health Status Indicators</subject><subject>Health Surveys</subject><subject>Health technology assessment</subject><subject>Humans</subject><subject>Interpersonal Relations</subject><subject>Life Satisfaction</subject><subject>Male</subject><subject>ORIGINAL ARTICLES</subject><subject>Psychology, Adolescent</subject><subject>School Health Services - organization & administration</subject><subject>School Wellbeing Model</subject><subject>Schools</subject><subject>Secondary schools</subject><subject>Self Concept</subject><subject>Social Environment</subject><subject>Students</subject><subject>Teaching Methods</subject><subject>Wellbeing</subject><issn>0268-1153</issn><issn>1465-3648</issn><issn>1465-3648</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2002</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><sourceid>7QJ</sourceid><recordid>eNqF0b1vUzEUBXALgWha2FhBTwyw9CW-9vXXWFWUVkphKFDEYj07Nkl4iYv9nlT-e9wmKhIDTB7OT0fXOoS8ADoFavhsGfIM1FROFWePyARQipZL1I_JhDKpWwDBD8hhKWtKQRpQT8kBMEEVRz0hs7PODyk3ZcijH8YcmhSbYRmaK79MqW-uQ9-3Lqy235vLtAj9M_Ikdn0Jz_fvEfl89u7T6Xk7__j-4vRk3nqhcWi7GKUEJp1zPGrqIl04rhEjA6ROSuON8wxZEFFHwwIGjp0xYHxk0aHkR-Ttrvcmp59jKIPdrIqvx3TbkMZilURQmgpR5Zt_S6YpCo7_hUJJ0AZVha__gus05m39rgVjUHN-f-DxDvmcSskh2pu82nT5lwVq74axdRgLykpbh6n81b5zdJuw-IP3S1TwcgfWpe7xkKOoXVqZmre7fFWGcPuQd_mHlYorYc-_frNfjLy6nOsP9pr_Bm58n3U</recordid><startdate>200212</startdate><enddate>200212</enddate><creator>Konu, A.</creator><creator>Alanen, E.</creator><creator>Lintonen, T.</creator><creator>Rimpelä, M.</creator><general>Oxford University Press</general><general>Oxford Publishing Limited (England)</general><scope>BSCLL</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7QJ</scope><scope>7TS</scope><scope>K9.</scope><scope>NAPCQ</scope><scope>7X8</scope><scope>ASE</scope><scope>FPQ</scope><scope>K6X</scope></search><sort><creationdate>200212</creationdate><title>Factor structure of the School Well-being Model</title><author>Konu, A. ; Alanen, E. ; Lintonen, T. ; Rimpelä, M.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c584t-aff66126bbb3f80bf0db3844f2140b669c9bc242e5f8f92e4e34a9919cf2fb463</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2002</creationdate><topic>Adolescent</topic><topic>Adolescents</topic><topic>Educational Environment</topic><topic>Factor Analysis</topic><topic>Factor structures</topic><topic>Female</topic><topic>Finland</topic><topic>Goodness of Fit</topic><topic>Health</topic><topic>Health Status Indicators</topic><topic>Health Surveys</topic><topic>Health technology assessment</topic><topic>Humans</topic><topic>Interpersonal Relations</topic><topic>Life Satisfaction</topic><topic>Male</topic><topic>ORIGINAL ARTICLES</topic><topic>Psychology, Adolescent</topic><topic>School Health Services - organization & administration</topic><topic>School Wellbeing Model</topic><topic>Schools</topic><topic>Secondary schools</topic><topic>Self Concept</topic><topic>Social Environment</topic><topic>Students</topic><topic>Teaching Methods</topic><topic>Wellbeing</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Konu, A.</creatorcontrib><creatorcontrib>Alanen, E.</creatorcontrib><creatorcontrib>Lintonen, T.</creatorcontrib><creatorcontrib>Rimpelä, M.</creatorcontrib><collection>Istex</collection><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>Applied Social Sciences Index & Abstracts (ASSIA)</collection><collection>Physical Education Index</collection><collection>ProQuest Health & Medical Complete (Alumni)</collection><collection>Nursing & Allied Health Premium</collection><collection>MEDLINE - Academic</collection><collection>British Nursing Index</collection><collection>British Nursing Index (BNI) (1985 to Present)</collection><collection>British Nursing Index</collection><jtitle>Health education research</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Konu, A.</au><au>Alanen, E.</au><au>Lintonen, T.</au><au>Rimpelä, M.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Factor structure of the School Well-being Model</atitle><jtitle>Health education research</jtitle><addtitle>Health Educ. 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The categories school conditions and health status had a good variety of variables. However, the social relationships and the means for self-fulfillment categories would have benefited from additional questions. The School Well-being Model can be utilized to construct school well-being profiles both for groups of pupils and for schools as a whole. The school well-being profile could highlight the area or areas in which schools could make improvements in order to promote the well-being of its pupils.</abstract><cop>England</cop><pub>Oxford University Press</pub><pmid>12507348</pmid><doi>10.1093/her/17.6.732</doi><tpages>11</tpages><oa>free_for_read</oa></addata></record> |
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| source | Applied Social Sciences Index & Abstracts (ASSIA); Jstor Complete Legacy; Oxford University Press Journals All Titles (1996-Current); MEDLINE; Alma/SFX Local Collection |
| subjects | Adolescent Adolescents Educational Environment Factor Analysis Factor structures Female Finland Goodness of Fit Health Health Status Indicators Health Surveys Health technology assessment Humans Interpersonal Relations Life Satisfaction Male ORIGINAL ARTICLES Psychology, Adolescent School Health Services - organization & administration School Wellbeing Model Schools Secondary schools Self Concept Social Environment Students Teaching Methods Wellbeing |
| title | Factor structure of the School Well-being Model |
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