School Well-being Profile 2007-2008: Lower Secondary School, Grades 7-9

The survey focused on school well-being in grades 7-9 in Finland, studying student opinions on school facilities, the learning environment, social relationships in school, and means for self-fulfilment in school, as well as the students' perceived health status. The survey contained both statements and multiple choice questions. The respondents indicated to what extent they agreed with the statements using a five-point scale (i.e. from "strongly agree" to "strongly disagree"). School facilities were studied with a number of questions about the classroom (e.g. size, temperature, ventilation, desks), toilet facilities, the dining room, the schoolyard and the school building (e.g. safety, functionality). Access to and trust in the school nurse and the school welfare officer were charted as well as opinions on the school timetable, school rules and punishments, and the amount of school work. The statements relating to social relationships canvassed student-student relationships (e.g. classmate support, being accepted by others) and teacher-student relationships (e.g. fairness and friendliness of teachers). Parental attitudes to homework and school were studied. Views on the learning environment were probed with questions on help and encouragement received from teachers, group work in the classroom, access to remedial teaching or special education, and order in the classroom. In addition, the respondents were asked whether they had been bullied at school during the ongoing term and whether they themselves had bullied someone else. The survey also studied whether student opinions were taken into account in developing the school and in drawing up school rules (school democracy), and whether teachers encouraged students to express their views. Views were probed on whether the respondents felt they could follow the lessons, concentrate on their work, keep up with homework, and whether they knew their weaknesses and strengths in school matters, appreciated their school work, felt there were subjects at school and school clubs that interested them, had found a study method that suited them, and whether the pace of the lessons was suitable for them. Regarding health, the respondents were asked about their perceived general health and whether they had had various symptoms (e.g. stomach ache, sleeping problems, headache, fear, anxiety) during the ongoing term. Background variables included the respondent's gender, age, grade, and class id.

本调研聚焦芬兰7至9年级学生的校园幸福感，围绕学生对校园设施、学习环境、校内社交关系、校园自我实现途径以及自身感知健康状况的看法展开。调研包含陈述题与多选题两类题型，受访者采用5级量表（即从"完全同意"至"完全不同意"）对各陈述题的同意程度进行评分。针对校园设施的调研涵盖教室相关问题（如面积、温度、通风、课桌椅）、卫生间设施、餐厅、校园操场及教学楼（如安全性、功能性）。同时调研了学生对校医与学校福利专员的接触情况与信任度，以及学生对课程表、校规与惩戒措施、作业量的看法。社交关系相关陈述题涵盖学生间关系（如同学支持、被他人接纳）与师生关系（如教师的公平性与友善度）。此外还调研了家长对家庭作业与校园的态度。学习环境相关调研通过问题探究学生从教师处获得的帮助与鼓励、课堂小组活动、补习或特殊教育资源可及性，以及课堂秩序情况。另外，受访者还需回答本学期是否在校园内遭受欺凌，以及自身是否曾欺凌他人。调研还涉及学生观点是否在校园建设与校规制定过程中得到重视（即校园民主），以及教师是否鼓励学生表达自身看法。关于学业看法的调研内容包括：受访者是否能够跟上课程进度、专注学习、按时完成作业，是否清楚自身在学业上的优势与不足，是否认可自身的学业表现，是否存在感兴趣的学科与校园社团，是否找到了适合自己的学习方法，以及课程节奏是否适配自身情况。健康维度方面，受访者需报告自身感知的整体健康状况，以及本学期是否出现各类症状（如胃痛、睡眠问题、头痛、恐惧、焦虑等）。调研的背景变量包括受访者性别、年龄、年级与班级ID。