The World Health Organization (WHO) defines health as a state of complete physical, mental and social well-being and not merely as the absence of disease or infirmity. The measurement of psychological well-being and positive functioning has important conceptual and methodological implications. The aim of this study is to present the first Italian version of a holistic scale for self-assessment, formulated in positive terms and used to evaluate emotional and psychological well-being (PWB) in children between 8 and 15 years old: the Stirling Children’s Well-being Scale (SCWBS) by Ian Liddle and Greg F.A. Carter. The questionnaire has been translated into Italian and administered to a sample of 1263 students aged between 8 and 13 years old. Together with the SCWBS, the Questionnaire on Approach to Studying (QAS) has also been administered from the AMOS 8-15 inventory: the student was invited to analyse a series of statements describing possible behaviours when studying. The analysis of the data highlights a deterioration of psychological well-being directly proportional to the age growth. The results have further been analysed comparing a group of students with typical development with a group of students with atypical development (learning disabilities, special needs, intellectual disabilities, non-native speakers) paired by class, school attended and gender: no significant differences have been noticed regarding the psychological well-being of the two groups of students. Considering the Questionnaire on Approach to Studying (QAS), the results show a significant worsening (directly proportional to the age growth) in the emotional and motivational components and in the components regarding the planning and self-regulation of studying. This study has also investigated the existing correlations between the indicators of the Stirling Children’s Well-being Scale (SCWBS) and the indicators of the Questionnaire on Approach to Studying (QAS), separately for every class attended by the students and according to their gender differences.
L’Organizzazione mondiale della sanità (OMS) definisce la salute come “non la sola assenza di malattia” ma come una condizione di “benessere fisico, mentale e sociale”. La misurazione del benessere psicologico e del funzionamento positivo dell’individuo solleva importanti implicazioni concettuali e metodologiche. Questo lavoro si propone di presentare la prima versione italiana di una scala auto-valutativa, olistica, formulata in termini positivi e utilizzata per misurare il benessere emotivo e psicologico (PWB) in bambini di età compresa tra gli 8 e i 15 anni: la Stirling Children’s Well-being Scale (SCWBS) di Ian Liddle e Greg F.A. Carter. Il questionario è stato tradotto in italiano e somministrato ad un campione di 1263 studenti di età compresa tra gli 8 e i 13. Insieme alla Stirling è stato somministrato il Questionario sull’approccio allo studio (QAS) tratto dalla batteria AMOS 8-15: lo studente è invitato ad analizzare una serie di affermazioni che descrivono possibili comportamenti di studio. L’analisi dei dati evidenzia un peggioramento del benessere psicologico direttamente proporzionale all’età. I dati sono stati poi analizzati confrontando un gruppo di studenti con sviluppo tipico con un gruppo con sviluppo atipico (DSA, BES, disabilità intellettiva, L2) appaiato per classe, scuola frequentata e sesso: non sono emerse differenze significative circa il benessere psicologico tra i due gruppi di studenti. Considerando i dati del QAS si rilevano peggioramenti significativi direttamente proporzionali con l’aumentare dell’età circa le componenti motivazionale-emotiva e di pianificazione-autoregolazione dello studio. Il presente studio indaga inoltre le correlazioni esistenti, separatamente per ogni classe frequentata e in base alle differenze di genere, tra gli indici della Stirling Children’s Well-being Scale e quelli del Questionario sull’approccio allo studio (QAS).
Benessere Psicologico e Approccio allo Studio in Età Evolutiva: uno studio pilota
PEROTTI, PATRIZIA
2016/2017
Abstract
The World Health Organization (WHO) defines health as a state of complete physical, mental and social well-being and not merely as the absence of disease or infirmity. The measurement of psychological well-being and positive functioning has important conceptual and methodological implications. The aim of this study is to present the first Italian version of a holistic scale for self-assessment, formulated in positive terms and used to evaluate emotional and psychological well-being (PWB) in children between 8 and 15 years old: the Stirling Children’s Well-being Scale (SCWBS) by Ian Liddle and Greg F.A. Carter. The questionnaire has been translated into Italian and administered to a sample of 1263 students aged between 8 and 13 years old. Together with the SCWBS, the Questionnaire on Approach to Studying (QAS) has also been administered from the AMOS 8-15 inventory: the student was invited to analyse a series of statements describing possible behaviours when studying. The analysis of the data highlights a deterioration of psychological well-being directly proportional to the age growth. The results have further been analysed comparing a group of students with typical development with a group of students with atypical development (learning disabilities, special needs, intellectual disabilities, non-native speakers) paired by class, school attended and gender: no significant differences have been noticed regarding the psychological well-being of the two groups of students. Considering the Questionnaire on Approach to Studying (QAS), the results show a significant worsening (directly proportional to the age growth) in the emotional and motivational components and in the components regarding the planning and self-regulation of studying. This study has also investigated the existing correlations between the indicators of the Stirling Children’s Well-being Scale (SCWBS) and the indicators of the Questionnaire on Approach to Studying (QAS), separately for every class attended by the students and according to their gender differences.È consentito all'utente scaricare e condividere i documenti disponibili a testo pieno in UNITESI UNIPV nel rispetto della licenza Creative Commons del tipo CC BY NC ND.
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https://hdl.handle.net/20.500.14239/8892