Happy classes make happy students: Classmates' well-being predicts individual student well-being |
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| Institution: | 1. The Education University of Hong Kong, Hong Kong;2. The University of Hong Kong, Hong Kong;1. Department of Psychological and Brain Sciences, University of Delaware, 105 The Green, 108 Wolf Hall, Newark, DE, 19716, USA;2. Children''s National Medical Center, 111 Michigan Ave NW, Washington, DC, 20010, USA;3. Arcadia University, 450 South Easton Road, Glenside, PA 19038, USA;1. Associate Professor of Medicine, Director Humanities Track and History of Medicine Series, Sidney Kimmel Medical College of Thomas Jefferson University, Hamilton Building, 1001 Locust Street, Suite 309c, Philadelphia, PA 19107, USA;2. Professor, Department of Family, Population & Preventive Medicine, Division Head, Medicine in Society, Director, Center for Medical Humanities, Compassionate Care & Bioethics, Stony Brook University School of Medicine, Health Sciences Tower, Level 3, Rm 080B, Stony Brook, New York 11794-8335, USA;1. Texas A&M University, United States;2. The University of Texas at Austin, United States;1. School of Languages, Shanghai University of International Business and Economics, 1900 Wenxiang Road, Songjiang District, Shanghai, China;2. Department of Curriculum and Instruction, The Education University of Hong Kong, 10 Lo Ping Road, Tai Po, Hong Kong;3. Department of Psychology, The Education University of Hong Kong, 10 Lo Ping Road, Tai Po, Hong Kong.;4. Faculty of Education and Human Development, The Education University of Hong Kong, 10 Lo Ping Road, Tai Po, Hong Kong;1. The Hong Kong Institute of Education, Hong Kong;2. The University of Hong Kong, Hong Kong;3. Palawan State University, Philippines |
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| Abstract: | Student well-being has mostly been studied as an individual phenomenon with little research investigating how the well-being of one's classmates could influence a student's well-being. The aim of the current study was to examine how the aggregate well-being of students who comprise a class could predict students' subsequent well-being (Time 2 well-being) after controlling for the effects of prior well-being (Time 1 well-being) as well as key demographic variables such as gender and age. Two studies among Filipino secondary school students were conducted. In Study 1, 788 students from 21 classes participated; in Study 2, 404 students from 10 classes participated. For Study 1, questionnaires assessing students' life satisfaction, positive affect and negative affect were administered twice seven months apart. For Study 2, the well-being questionnaires were administered twice, three months apart. Hierarchical linear modeling was used with level 1 (Time 1 individual well-being, gender, and age) and level 2 (class well-being) predictors. Results across the two studies provided converging lines of evidence: students who were in classes with higher levels of life satisfaction and positive affect were also more likely to have higher life satisfaction and positive affect at Time 2. The study indicated that the well-being of a student partly depends on the well-being of their classmates providing evidence for the social contagion of well-being in the classroom context. |
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