Well-Being and its Promotion in Educational Contexts (eBook, PDF)

Global Perspectives and Local Challenges
Redaktion: Cobo-Rendón, Rubia; Jofré, Daniela Bruna; Sánchez-Oñate, Alejandro; García-Álvarez, Diego

• Format: PDF

Produktbeschreibung

This book provides a comprehensive examination of well-being in educational contexts, focusing on the promotion of well-being across diverse educational settings. It examines how well-being develops, is promoted by various factors, and is strengthened throughout different life stages, including the well-being of educators. The book's unique emphasis explores how well-being interventions can be adapted to diverse cultural and socioeconomic realities. Through an approach that integrates theories and empirical evidence, it presents an in-depth analysis of how well-being can be promoted in different educational scenarios and cultural contexts.

The book is structured in six parts. Part I introduces the concept of well-being in educational settings, providing a foundational framework and exploring its relevance as both a right and a driver of inclusive and sustainable development. Part II focuses on well-being during early and primary education, highlighting the importance of interpersonal relationships, emotional development, and early interventions to strengthen cognitive and socioemotional skills. Part III focuses on adolescence, examining the critical role of schools in shaping youth well-being, with an emphasis on peer relationships, multiculturalism, resilience, and positive psychological development. Part IV addresses well-being in higher education, exploring mental health, student retention, academic engagement, socioemotional interventions, and the use of character strengths as predictors of flourishing. Part V shifts the focus to educators, discussing the well-being of teachers and school staff, their emotional experiences, and institutional conditions. Finally, Part VI presents concluding reflections on well-being as a transformative foundation for education across all levels and roles.

Well-Being and its Promotion in Educational Contexts: Global Perspectives and Local Challenges will be of interest to both researchers and professionals interested in studying and implementing strategies to promote well-being in educational settings, such as school, educational and developmental psychologists, as well as schoolteachers and school administrators, academic researchers and policy makers.

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Produktdetails

• Verlag: Springer Nature Switzerland
• Seitenzahl: 658
• Erscheinungstermin: 21. November 2025
• Englisch
• ISBN-13: 9783032000255
• Artikelnr.: 75947062

Autorenporträt

Rubia Cobo-Rendón is a psychologist and holds a PhD in Psychology from the University of Concepción (Chile), with postgraduate training in clinical psychology, child and adolescent psychology, and higher education teaching from Universidad Rafael Urdaneta and Universidad Pedagógica Experimental Libertador (Venezuela). Currently pursuing a postdoctoral fellowship in artificial intelligence and education at the University of Guadalajara (Mexico). She is a professor at the Faculty of Psychology at Universidad del Desarrollo and a researcher at the Instituto de Bienestar Socioemocional (IBEM). She is an active member of both the School Coexistence Laboratory and The Multilevel Learning in Higher Education (AMES), where she leads the research line “Determinants of Well-Being Associated with Success in Higher Education.” She currently serves as principal investigator on several applied research projects funded by both external and internal grants. With more than 60 indexed scientific publications, her academic work focuses on positive psychology, well-being, self-regulated learning, motivational climate, the use of technology in education, and cognitive-motivational variables that influence student retention and adjustment to university life. Diego García-Álvarez is a psychologist, educator, and accredited scientific researcher recognized by multiple organizations, including the National System of Researchers at the National Agency for Research and Innovation of Uruguay. He holds a PhD in Educational Sciences and has completed postdoctoral research in both Educational Sciences and, more recently, Behavioral and Health Sciences. With extensive experience teaching at universities and adult education programs throughout Latin America, Diego is a full professor at Universidad Metropolitana in Caracas, Venezuela, and an associate researcher at the Center for Psychology Studies at Universidad de Montevideo, Uruguay. His primary research focuses on the psychology of well-being, health, and optimal human functioning. He brings a rigorous scientific approach and editorial expertise to every project, ensuring the highest standards of quality and integrity in academic publishing. Alejandro Sánchez Oñate is a researcher at the Instituto de Bienestar Socioemocional (IBEM) and director of the Master’s degree in Educational Psychology at Universidad del Desarrollo, Chile. He holds a Master’s degree in Social Research and Development and a PhD in Psychology from Universidad de Concepción. He has served as the principal investigator and methodological advisor on various research projects in educational psychology, sociology of education, nursing, and educational sciences. His research focuses on social cohesion processes and their links with wellbeing in school education, with publications in theoretical, instrumental, and empirical studies, with a particular interest in mixed methods of research. Daniela Bruna Jofré is a psychologist from Universidad del Desarrollo and holds a PhD in Psychology from Universidad de Concepción. Her academic career has developed primarily at Universidad del Desarrollo, where she currently leads the Multilevel Learning in Higher Education Laboratory (AMES) and actively participates in undergraduate and graduate teaching. Her research focuses on self-regulated learning in higher education, the teaching practices that foster it, and the development of authentic assessment systems. She has led and collaborated on various projects funded by ANID and institutional grants, and her work has been published in high-impact indexed journals, highlighting her contribution to strengthening university teaching from an empirical and applied perspective. Her work is distinguished by its articulation of scientific evidence with pedagogical innovation, contributing to the transformation of educational practices.

Inhaltsangabe

Chapter 1: Well-Being in Educational Contexts: Elements for Its Promotion.- Chapter 2: The Right to Learn Throughout Life: Educational Inclusion as a Guarantor of Well Being.- Chapter 3: Building Sustainable Futures: Strengthening Latin America's Youth for Material and Civic Progress.- Chapter 4: Interpersonal Encounter as Central to the Infant s Wellbeing.- Chapter 5: Subjective Well-being in Boys and Girls with Potential or Manifest Academic Talent.- Chapter 6: Strengthening Cognitive and Socioemotional Resources at the Initial Level: A Naturalistic School Intervention.- Chapter 7: Well-being, Multiculturalism, and Peer Violence: An Examination of the Role of Social Cohesion in Schools.- Chapter 8: Difference in Subjective Well-being in Children Adolescents from a Cross-cultural Perspective.- Chapter 9: Adolescent Wellbeing: The Role of Schools.- Chapter 10: Who Benefits from Positive Psychology Interventions? The Role of Student Characteristics and Engagement.- Chapter 11: I Feel Like a Superhero. Enhancing Student Well-Being and Peer Connection.- Chapter 12: Being Grateful During Adolescence: Positive Psychological Benefits for Both Cyberaggressors and Cybervictims.- Chapter 13: Psychosocial Correlates of Resilience in Adolescents in Adversity Contexts.- Chapter 14: Psychological Processes in Emerging Adults as Contributions to Well-Being in University Careers.- Chapter 15: Character Strengths Use and Human Flourishing in Adolescence and Youth.- Chapter 16: University Students Mental Health: Insights for its Understanding, Promotion, and Prevention Strategies.- Chapter 17: Developing Careers During the Life Cycle: Unveiling the Pathways to Well-being.- Chapter 18: Career Pathways and Subjective Wellbeing Perceived by Vulnerable Backgrounds Students.-Chapter 19: Interventions Aimed at Promoting Socioemotional Skills in Higher Education: A Systematic Review.- Chapter 20: Positive Youth Development, perceived stress and social support in Peruvian emergent adults.- Chapter 21: Character Strengths as Predictors of College Adjustment in Military Nursing Students.- Chapter 22: Assessment of Psychological Well-being in Spanish University Students.- Chapter 23: University Dropout and its Impact on Student Well-being.- Chapter 24: Dropout Intention as a Threat to Higher Education Students' Well-being.- Chapter 25: Fostering Well-Being in Youth: Understanding the Influence of Productive and Risk Factors.- Chapter 26: Teachers as promotors of social-emotional skills and positive peer relationships during adolescence.- Chapter 27: Factors Influencing Personal and Occupational Well-being of Employees in Chilean Educational Institutions.- Chapter 28: Metaphors of socio-emotional well-being in contemporary Chilean educational policies: production and cultivation frames.- Chapter 29: From Violence to Well-being: Beginning Teacher s Experiences for the School Experience Transformation for the School Experience Transformation.- Chapter 30: Alternative Education and Subjective Well-being in being in Schools in Chile and Colombia: A Case Study.- Chapter 31: Revisiting Well-Being Interventions in Educational Contexts: State-Of-The-Art and Future Avenues.- Chapter 32: Concluding Reflections: Well-being as a Transformative Foundation for Education.