Educational Factors Forming Children’s Well-being at School

Authors

  • Irma Liubertienė Vytautas Magnus University, Education Academy
  • Sergejus Neifachas Vytautas Magnus University, Education Academy

DOI:

https://doi.org/10.15823/su.2022.58.2

Keywords:

Children’s well-being, Flourishing, Positive education, Social and emotional competences

Abstract

Based on Lithuanian and foreign scientific, pedagogical and psychological literature, normative state documents, the article analyzes the assumptions of the formation of children’s well-being, theoretically substantiates the concept of well-being and the contexts of its expression in the educational process. By applying the theoretical approaches of social sciences, a tool (theoretical-empirical model) was created to analyze the expression of educational factors in children’s well-being at school. Based on the analysis of empirical research, the content and meanings of the educational contexts of expression of children’s well-being are presented. The results of the study of educational factors forming children’s well-being in general education schools are presented.

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Published

2023-01-16

How to Cite

Liubertienė, I., & Neifachas, S. (2023). Educational Factors Forming Children’s Well-being at School. Socialinis Ugdymas / Social Education, 58(2), 23–52. https://doi.org/10.15823/su.2022.58.2

Issue

Section

EMPOWERMENT IN COMPETENCY-BASED EDUCATION