FSD2368 School Well-being Profile 2007-2008: Lower Secondary School, Grades 7-9shortcuts: data collection | citation | publications
Konu, Anne (University of Tampere. Tampere School of Public Health)
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.
bullying; educational facilities; health; parental encouragement; peer-group relationship; satisfaction; school classes; school-student relationship; schoolchildren; schools; secondary schools; social networks; teacher-student relationship
educational research; health sciences; welfare studies (FSD Topics Classification)
compulsory and pre-school education; general health; social behaviour and attitudes (CESSDA Topics Classification)
Open-ended questions and information related to school names, municipalities and contact persons have been removed from the data.
Access to the data granted for scientific and teaching purposes. FSD's access application procedure.
Konu, Anne (University of Tampere. Tampere School of Public Health)
Lintonen, Tomi (University of Tampere. Tampere School of Public Health)
Kainulainen, Lauri (University of Tampere. Department of Computer Sciences)
Kivimäki, Hannu (University of Tampere. Department of Computer Sciences)
Finnish National Board of Education
Pirkanmaa Hospital District
Ministry of Social Affairs and Health
University of Tampere. Tampere School of Public Health
Juho Vainio Foundation
September 2007 - May 2008
7-9 graders in Finnish lower secondary schools
No specific sampling method was used in data collection - instead, the respondents were students in schools which actively volunteered to participate in the survey. The School Well-being Profile was not widely advertised to schools. Teachers heard about it in various seminars, for instance. The Well-being Profile was designed to be a tool for schools to use for development and self-assessment. Still, the schools using the Profile had to commit themselves to subjecting the data for scientific use.
The survey questionnaire was available on a web page administered by the Finnish National Board of Education, and an id code was required to access it. Schools could register for the service and thereby receive a school id, which enabled them to create id codes for their students. The students then filled in the questionnaire, also providing the id code they had received. Only the responses with the id were saved. Thus, each student could fill in the questionnaire only once. The technical implementation of the survey ensured that the respondents answered all background questions (excluding age) and at least two thirds of the questions in each module.
Restrictive factors preventing schools from participating, in addition to not volunteering actively, included not having access to the Internet and unwillingness to use a web tool in their development work. There were differences between schools, for instance, in the speed of the Internet connection, in the IT equipment available and in the way the equipment was used.
40 schools participated in the survey, and 4,674 students responded.
Longitudinal: Trend/Repeated cross-section
Data: SPSS portable file. Data available also in other file formats.
Questionnaire: pdf file in Finnish
The source must be acknowledged in any publication based wholly or in part on the data. The bibliographic citation may be in the form required by the publication, or in the form suggested by the archive.
Konu, Anne: School Well-being Profile 2007-2008: Lower Secondary School, Grades 7-9 [computer file]. FSD2368, version 1.0 (2008-09-04). Tampere: Finnish Social Science Data Archive [distributor], 2008.
The archive must be informed of all publications where the data have been used.
The depositor and the archive bear no responsibility for any results or interpretations arising from the secondary use of the data.
Konu Anne (2005). Hyvinvointiprofiili koulun kehittämisen välineenä [The Well-being Profile as a Tool for School Development]. Teoksessa Peltonen Heidi (toim.) Opiskelun tuki esi- ja perusopetuksessa. 2005. Opetushallitus, 256-265.
Konu Anne (2010). Koululaisten hyvinvoinnin arviointi ja alakoulujen hyvinvointi 2000-luvulla. [The Evaluation of the Well-being of Schoolchildren, and the Well-being of Elementary Schools during 21st Century] In Joronen K and Koski A: Tunne- ja sosiaalisten taitojen vahvistaminen kouluyhteisössä. Tampere: Tampere University Press, 13-32.
Konu Anne & Koivisto Anna-Maija (2011). The School Well-being Profile. A valid instrument for evaluation. In LG Chova, M Belenguer, AL Martinez: EDULEARN11 Publications. Barcelona 4th-6th of July 2011, pp. 1842-1850, IATED.
Konu Anne & Lintonen Tomi (2006). School well-being in Grades 4-12. Health Education Research 2006;21(5): 633-642.
Konu Anne & Lintonen Tomi (2006). Theory-based survey analysis of well-being in secondary schools in Finland. Health Promotion International 2006; 21(1): 27-36.
Konu Anne & Viitanen Elina & Lintonen Tomi (2010). Teachers' wellbeing and perceptions on leadership practices. Journal of Workplace Health Management, Vol. 3 Iss: 1, pp. 44-57.
Lintonen Tomi & Konu Anne (2006). The Well-being Profile: An Internet tool for school health promotion. Promot & Educ 2006; 8(4): 230-235.