Page 188 - Šolsko polje, XXVIII, 2017, no. 5-6: Znanje, motivacija in pogoji učenja v luči mednarodnih primerjav TIMSS in PISA, ur. Barbara Japelj Pavešić in Klaudija Šterman Ivančič
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šolsko polje, letnik xxviii, številka 5–6
surroundings and environment, school subjects and organization, sched-
ules, group sizes, punishments, safety, services, health care, school lunches
etc. and is conceptually similar to RICH (Kehle & Bray, 2004) dimension
called resources (the appropriate allocation of resources, which result in a
feeling of independence). RICH is another four-factor model of subjec-
tive wellbeing that constitutes of a balance among four highly interrelated
dimensions: resources, intimacy, competence, and health. Shonert-Reichl
and her colleagues (2013) define six broad dimensions that are important
for the development of competence and wellbeing in middle childhood
and adolescence: social and emotional development (optimism, happiness,
empathy, pro-social behaviour, worries, sadness), connectedness, school
experiences, after school time use and academic skills and achievement.
The EPOCH model (based on Seligman’s PERMA model, Seligman,
2011) focuses on positive characteristics that lead to greater wellbeing and
positive outcomes: engagement, perseverance, optimism, connectedness
and happiness (Kern, Benson, Steinberg, & Steinberg, 2016). Similarly,
positive youth development (PYD), a strengths-based framework of de-
velopmental processes, strategies, and systems that promote the deve-
lopment of positive assets in youth, includes five core assets: competen-
ce, confidence, character, caring, and connection (the 5 Cs; Lerner, 2007).
When taking a closer look, we can locate most of the dimensions men-
tioned in the four broader categories proposed by OECD (2017).
The psychological dimension of wellbeing includes a student’s sense of
purpose in life, self-awareness, affective states and emotional strength. It
is supported by self-esteem, resilience, motivation, self-efficacy, hope and
optimism and hindered by anxiety, stress, depression and distorted views
of self and others (OECD, 2017). In Konu’s model (2002) this refers to
self-fulfilment and in Shonert-Reichl (2013) to social and emotional de-
velopment. In the field of positive psychology, a tripartite model of sub-
jective wellbeing comprises of three components: frequent positive emo-
tions, infrequent negative emotions, and overall life satisfaction (Diener,
Heintzelman, Kushlev, Tay, Wirtz, & Oishi, 2017). When tested in a
school environment among adolescents, the results indicated a four-facto-
rial model, comprised of positive emotions, negative emotions, fear-relat-
ed negative emotions, and school satisfaction (Long, Huebner, Wedell, &
Hills, 2012). In the EPOCH model, the psychological dimension is com-
prised of engagement, perseverance, optimism and happiness. And in the
PYD perspective, this would refer to confidence and character.
The social dimension includes the students’ relationships with sig-
nificant others: their family, their peers, their teachers; and the stu-
dents’ feelings about their social life outside of school (OECD, 2017).
186
surroundings and environment, school subjects and organization, sched-
ules, group sizes, punishments, safety, services, health care, school lunches
etc. and is conceptually similar to RICH (Kehle & Bray, 2004) dimension
called resources (the appropriate allocation of resources, which result in a
feeling of independence). RICH is another four-factor model of subjec-
tive wellbeing that constitutes of a balance among four highly interrelated
dimensions: resources, intimacy, competence, and health. Shonert-Reichl
and her colleagues (2013) define six broad dimensions that are important
for the development of competence and wellbeing in middle childhood
and adolescence: social and emotional development (optimism, happiness,
empathy, pro-social behaviour, worries, sadness), connectedness, school
experiences, after school time use and academic skills and achievement.
The EPOCH model (based on Seligman’s PERMA model, Seligman,
2011) focuses on positive characteristics that lead to greater wellbeing and
positive outcomes: engagement, perseverance, optimism, connectedness
and happiness (Kern, Benson, Steinberg, & Steinberg, 2016). Similarly,
positive youth development (PYD), a strengths-based framework of de-
velopmental processes, strategies, and systems that promote the deve-
lopment of positive assets in youth, includes five core assets: competen-
ce, confidence, character, caring, and connection (the 5 Cs; Lerner, 2007).
When taking a closer look, we can locate most of the dimensions men-
tioned in the four broader categories proposed by OECD (2017).
The psychological dimension of wellbeing includes a student’s sense of
purpose in life, self-awareness, affective states and emotional strength. It
is supported by self-esteem, resilience, motivation, self-efficacy, hope and
optimism and hindered by anxiety, stress, depression and distorted views
of self and others (OECD, 2017). In Konu’s model (2002) this refers to
self-fulfilment and in Shonert-Reichl (2013) to social and emotional de-
velopment. In the field of positive psychology, a tripartite model of sub-
jective wellbeing comprises of three components: frequent positive emo-
tions, infrequent negative emotions, and overall life satisfaction (Diener,
Heintzelman, Kushlev, Tay, Wirtz, & Oishi, 2017). When tested in a
school environment among adolescents, the results indicated a four-facto-
rial model, comprised of positive emotions, negative emotions, fear-relat-
ed negative emotions, and school satisfaction (Long, Huebner, Wedell, &
Hills, 2012). In the EPOCH model, the psychological dimension is com-
prised of engagement, perseverance, optimism and happiness. And in the
PYD perspective, this would refer to confidence and character.
The social dimension includes the students’ relationships with sig-
nificant others: their family, their peers, their teachers; and the stu-
dents’ feelings about their social life outside of school (OECD, 2017).
186
