Abstract:

A student's well-being is a subjective reality that plays an important role in shaping his image, and self-concept. According to Bronfenbrenner's model, among the three main levels of influence on a student's well-being, microsystem factors play a particularly important role, as an area of experience in direct contact with the student (Balica, M. 2021). School climate as a microsystem variable is often considered an essential predictor or mediating variable for student well-being (Lombardi, et al., 2019).
The goal of the present Research is to study the student's sense of well-being and its conceptual structure under the conditions of different educational climates.
The PERMA model, which was developed by positive psychology, was taken as the conceptual framework for the study of school climate, where the following key variables were identified: Positive emotions, Engagement, Relationships, Meaning, and Accomplishment. According to the measurement of the student's well-being, the following cognitive variables and corresponding scales were taken: positive relationships with others, autonomy, control of the environment, personal growth, the meaning of life, accepting yourself, and a growth mindset (the belief that human abilities and intelligence develop over time) (Dweck, 2008).
1420 students participated in the research. The age category of the target group was 14-17 years. The survey administration form was an online survey. Stratified sampling was used.
These data were analyzed by means of structural equation modeling (SEM) analysis. The influence of these 5 factors on the student's general sense of well-being and individual well-being factors were evaluated. Three conditions of the dominant school climate were also identified and the structure of the student's well-being in relation to these conditions was evaluated.
The findings show that all these school climate factors have a significant direct and indirect influence on the student's well-being. the factor “meaning” has the most powerful effect on students’ well-being (β= 0.75, P < .00).
Research has significant value both from the point of view of science and practice. This study identifies key relationships and variables that can be considered important to manage. Also, it provides clues for further research and for evaluating and rethinking theoretical aspects of the student’s well-being and its role in learning.

Keywords:

Well-being, School Climate, PERMA mode.