Schooling and children’s subjective well-being

Abstract

This chapter reviews the existing literature with respect to conceptualization, measurement, and correlates of children’s subjective well-being, with a special emphasis on their schooling experiences. The review includes environmental factors (e.g., peer relationships, teachers’ behavior, parental involvement) and individual difference factors (e.g., students’ academic performance, behavioral engagement). Although much more research is needed, the quality of children’s school experiences appears to be significantly linked to their subjective well-being. Recommendations for future research and implications for professional practice are discussed.