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    Bullying Victimization and Subjective Well-Being in 10- and 12-year-Old Children from 24 Countries: The Buffering Effect of Family and Teacher Support
    (Springer Science and Business Media LLC, 2025-02-21)
    Xavier Oriol
    ;
    Rafael Miranda
    ;
    VARELA TORRES, JORGE JAVIER  
    ;
    Nuria Garcia
    Bullying victimization in children is a recognized public health concern in many countries worldwide. Specifically, studies have consistently demonstrated that bullying victimization is one of the indicators that most significantly and negatively influences the subjective well-being (SWB) of children. Following this assumption, a study was conducted to examine the impact of bullying victimization on subjective well-being among 75,877 students aged 10 and 12 years across 24 countries. Additionally, the moderating role of support from teachers and family members in the relationship between bullying victimization and subjective well-being was investigated using structural equation modeling (SEM) analysis. The results show that, in many countries, there is an interaction effect of both family support and teacher support figures in both age groups (10 and 12 years). However, significant variability in these interaction effects was observed across countries, and in some countries, no moderating effect was detected. Specifically, in the 12-year-old group, a larger number of countries show no interaction effect from any adult support figure in the relationship between bullying victimization and SWB. The findings are discussed with a focus on the buffering effects of both types of support, the variability observed across countries, and the practical implications of these results.
      1
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    An Intersectional Approach to the Understandings of Well-being of Latin American Adolescent Migrants Living in Barcelona-Spain
    (Springer Science and Business Media LLC, 2025-02-08)
    Gisela Carrillo
    ;
    Moisés Carmona
    ;
    ALFARO INZUNZA, JAIME ANDRES  
    >Research on adolescent migrants has prioritized deficit- and adaptation-based approaches, with scarce attention to non-pathologizing perspectives. Faced with this challenge, the study of this population’s understanding of well-being was articulated as a framework capable of strengthening the available knowledge. Qualitative studies on understandings of well-being have contributed to its perception as contextual, multifaceted and changing (Fattore et al., 2021). However, as Hunner-Kreisel and März (<jats:italic>Child Indicators Research, 12</jats:italic>(2), 425–442, 2019) posit, progress is still required in integrating critical perspectives. Considering this gap, incorporating the intersectional approach allowed the present study to learn about the understandings of well-being from a critical perspective, with a focus on the experiences in the new local space, elaborated by Latin American adolescent migrants living in Barcelona. These understandings were analyzed and articulated following the proposal of Winker and Degele (<jats:italic>European Journal of Women’s Studies, 18</jats:italic>(1), 51–66, 2011), organized in the levels: identity constructions, symbolic representations and social structures. For the case of adolescent migrants, exploring understandings of well-being from this critical analytical approach strengthens a contextual and historically situated understanding by making oppressions and agencies visible. A qualitative design was used that included semi-structured interviews and the use of photographs as triggers for dialogue with 10 participants between 11 and 18 years of age. The results identify and describe four central understandings of well-being that Latin American adolescent migrants, participants in the study, construct around their new local space: (1) Process of transformations (new identifications, differentiations, belongings) and facing challenges as experiences that enhance a positive sense of self, by perceiving capabilities and growth; (2) Nuclear and extended family as a space of continuity and emotional support; (3) Development of reflective capacity, in terms of comparative analysis between the territory of origin and the new one, generating a sense of understanding of the world and evaluations of present and future living conditions; and (4) Practices that challenge social asymmetry: agency, oriented to include difference; recognition of the relevance of bonds and social support, of linguistic integration and of the inclusive functioning of the school system. This study contributes to advancing critical perspectives on well-being, challenging universalist and psychologistic approaches. The findings offer practical insights for the design of psychosocial interventions and inclusive policies that strengthen adolescents’ agency, promote their inclusion, and address the complex challenges faced by migrant youth in transnational contexts.
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    Perception of the learning climate and its prediction of wellbeing in psychology students at a Chilean university
    (Frontiers Media SA, 2024-12-04)
    COBO RENDÓN, RUBIA CONSUELO  
    ;
    Diego García-Álvarez
    ;
    Ramón Cobo Rendon
    ;
    Javiera Santana
    <jats:p>Autonomy-supportive environments have been identified as predictors of students’ wellbeing and engagement. This paper aimed to examine the perception of learning climate and its predictive ability in the multidimensional wellbeing of university students. An associative and predictive approach was adopted, carried out through a cross-sectional study that included 295 students from a Chilean university. Participants completed a learning climate questionnaire and the PERMA-Profiler. Results indicated that students reported moderately high levels of wellbeing in general, with the dimensions of positive relationships, engagement, and purpose showing the highest scores. Regarding learning climate, responses indicated a mostly positive perception, with scores above the midpoint on the scale. No significant differences were found in wellbeing or perception of learning climate according to academic year. However, a significant interaction effect between gender and learning climate was found for overall multidimensional wellbeing, <jats:italic>F</jats:italic>(1, 286) = 4.67, <jats:italic>p</jats:italic> = 0.032, η<jats:sup>2</jats:sup> = 0.016. Men in the high learning climate group showed higher wellbeing than women, while women in the low climate group outperformed men in the same group. Additionally, significant gender differences were observed in the engagement dimension, <jats:italic>F</jats:italic>(1, 286) = 11.23, <jats:italic>p</jats:italic> &amp;lt; 0.001, η<jats:sup>2</jats:sup> = 0.033, with men in the high learning climate group reporting higher engagement, and women in the low learning climate group showing higher engagement than their male counterparts. Perception of learning climate explained a significant amount of the variance in all dimensions of wellbeing. These findings highlight the importance of promoting learning environments that foster autonomy and teacher support, and suggest that the learning climate may have different impacts on wellbeing depending on gender.</jats:p>
      1Scopus© Citations 3
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      9Scopus© Citations 40
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    Scopus© Citations 22  1