Associations between student well-being and classroom adjustment through the mediation of social support in Japanese Primary Schools
Japan ranked low on child well-being among developed countries in an international survey. Mental health services can provide accessible care to school children when evidence-based practices are employed in schools. However, research in Japan has revealed that schools experience difficulties with th...
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| Format: | Article |
| Language: | English |
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Elsevier
2025-01-01
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| Series: | Social Sciences and Humanities Open |
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| Online Access: | http://www.sciencedirect.com/science/article/pii/S259029112500110X |
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| author | Yuki Matsumoto Yu Takizawa Yuma Ishimoto |
| author_facet | Yuki Matsumoto Yu Takizawa Yuma Ishimoto |
| author_sort | Yuki Matsumoto |
| collection | DOAJ |
| description | Japan ranked low on child well-being among developed countries in an international survey. Mental health services can provide accessible care to school children when evidence-based practices are employed in schools. However, research in Japan has revealed that schools experience difficulties with the implementation thereof. Therefore, it is imperative to promote effective feasible education in universal school settings to promote students’ mental health and well-being. The purpose of the present study was to identify factors associated with student well-being, including classroom adjustment and perceived social support, as well as associations with student well-being, which could lead to well-being education that is suitable for a Japanese school context.Primary school children between the ages of 7 and 12 years completed a survey under a teacher's supervision. In essence, the results revealed that various variables were related to Japanese students' well-being. Relationships between classroom adjustment and student well-being can be promoted by social support, which, in turn, can provide empirical implications for the efficacy of well-being education in Japanese schools. |
| format | Article |
| id | doaj-art-2e79695c612344d39366fcb47837f730 |
| institution | DOAJ |
| issn | 2590-2911 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | Elsevier |
| record_format | Article |
| series | Social Sciences and Humanities Open |
| spelling | doaj-art-2e79695c612344d39366fcb47837f7302025-08-20T03:22:59ZengElsevierSocial Sciences and Humanities Open2590-29112025-01-011110138310.1016/j.ssaho.2025.101383Associations between student well-being and classroom adjustment through the mediation of social support in Japanese Primary SchoolsYuki Matsumoto0Yu Takizawa1Yuma Ishimoto2School of Human Life Sciences, Tokushima Bunri University, 180 Nishihamaboji, Yamashiro-cho, Tokushima-shi, Tokushima, 770-8514, Japan; Corresponding author.College of Education, Psychology, and Social Work, Flinders University, Sturt Rd, Bedford Park, SA, 5042, AustraliaTeacher Education Center, Tottori University, 101 Minami 4-chome, Koyama-cho, Tottori-shi, Tottori, 680-8550, JapanJapan ranked low on child well-being among developed countries in an international survey. Mental health services can provide accessible care to school children when evidence-based practices are employed in schools. However, research in Japan has revealed that schools experience difficulties with the implementation thereof. Therefore, it is imperative to promote effective feasible education in universal school settings to promote students’ mental health and well-being. The purpose of the present study was to identify factors associated with student well-being, including classroom adjustment and perceived social support, as well as associations with student well-being, which could lead to well-being education that is suitable for a Japanese school context.Primary school children between the ages of 7 and 12 years completed a survey under a teacher's supervision. In essence, the results revealed that various variables were related to Japanese students' well-being. Relationships between classroom adjustment and student well-being can be promoted by social support, which, in turn, can provide empirical implications for the efficacy of well-being education in Japanese schools.http://www.sciencedirect.com/science/article/pii/S259029112500110XPositive educationWell-being educationClassroom adjustmentPerceived social supportStudent well-beingJapanese schools |
| spellingShingle | Yuki Matsumoto Yu Takizawa Yuma Ishimoto Associations between student well-being and classroom adjustment through the mediation of social support in Japanese Primary Schools Social Sciences and Humanities Open Positive education Well-being education Classroom adjustment Perceived social support Student well-being Japanese schools |
| title | Associations between student well-being and classroom adjustment through the mediation of social support in Japanese Primary Schools |
| title_full | Associations between student well-being and classroom adjustment through the mediation of social support in Japanese Primary Schools |
| title_fullStr | Associations between student well-being and classroom adjustment through the mediation of social support in Japanese Primary Schools |
| title_full_unstemmed | Associations between student well-being and classroom adjustment through the mediation of social support in Japanese Primary Schools |
| title_short | Associations between student well-being and classroom adjustment through the mediation of social support in Japanese Primary Schools |
| title_sort | associations between student well being and classroom adjustment through the mediation of social support in japanese primary schools |
| topic | Positive education Well-being education Classroom adjustment Perceived social support Student well-being Japanese schools |
| url | http://www.sciencedirect.com/science/article/pii/S259029112500110X |
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