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Measuring Emotional Well-Being at School among Students with Different Characteristics: A Population Study

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Title: Measuring Emotional Well-Being at School among Students with Different Characteristics: A Population Study
Language: English
Authors: Elisa Cavicchiolo (ORCID 0000-0001-8552-2737), Sara Manganelli (ORCID 0000-0002-1748-7295), Fabio Lucidi, Fabio Alivernini
Source: Journal of Psychoeducational Assessment. 2025 43(7):721-742.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 22
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Grade 10
High Schools
Secondary Education
Descriptors: Well Being, Grade 10, Emotional Response, Academic Achievement, Socioeconomic Status, Immigrants, Gender Differences, Psychometrics, Student Characteristics, Affective Behavior, Foreign Countries, High School Students
Geographic Terms: Italy
Assessment and Survey Identifiers: Positive and Negative Affect Schedule
DOI: 10.1177/07342829251354912
ISSN: 0734-2829
1557-5144
Abstract: Current literature on students' emotional well-being often relies on global measures, making it difficult to identify affective states specifically experienced within the school context. This study, based on a population (N = 297993) of 10th grade students, analyzed differences in emotions at school across academic achievement, socioeconomic status (SES), immigrant background, and sex assigned at birth. The psychometric properties of the Feelings At School Scale (FASS) were evaluated with fixed and dynamic fit index cutoffs, and measurement invariance was established across subgroups. Results of latent mean difference tests showed that low achievers, low-SES, immigrant, and female students experience fewer positive emotions at school. Surprisingly, being a high achiever does not appear to protect against the experience of negative emotions at school. While academic achievement was the most important factor for positive emotions (d = 0.16), being female was the greatest risk factor for experiencing negative emotions at school (d = 0.45). This study provides valuable insights into students' emotional experiences at school, using a validated and efficient tool for assessing emotional well-being. By examining an entire population of students, these findings improve generalizability and capture a broad spectrum of student characteristics. The results underscore the importance of targeted interventions to support those student subgroups most at risk of experiencing negative emotions in the school setting.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1482213
Database: ERIC
FullText Text:
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  Data: Measuring Emotional Well-Being at School among Students with Different Characteristics: A Population Study
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Elisa+Cavicchiolo%22">Elisa Cavicchiolo</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8552-2737">0000-0001-8552-2737</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sara+Manganelli%22">Sara Manganelli</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1748-7295">0000-0002-1748-7295</externalLink>)<br /><searchLink fieldCode="AR" term="%22Fabio+Lucidi%22">Fabio Lucidi</searchLink><br /><searchLink fieldCode="AR" term="%22Fabio+Alivernini%22">Fabio Alivernini</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Psychoeducational+Assessment%22"><i>Journal of Psychoeducational Assessment</i></searchLink>. 2025 43(7):721-742.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: Y
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  Data: 22
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Grade+10%22">Grade 10</searchLink><br /><searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Well+Being%22">Well Being</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+10%22">Grade 10</searchLink><br /><searchLink fieldCode="DE" term="%22Emotional+Response%22">Emotional Response</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Socioeconomic+Status%22">Socioeconomic Status</searchLink><br /><searchLink fieldCode="DE" term="%22Immigrants%22">Immigrants</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Psychometrics%22">Psychometrics</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Characteristics%22">Student Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Affective+Behavior%22">Affective Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Italy%22">Italy</searchLink>
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  Data: <searchLink fieldCode="SU" term="%22Positive+and+Negative+Affect+Schedule%22">Positive and Negative Affect Schedule</searchLink>
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  Data: 10.1177/07342829251354912
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0734-2829<br />1557-5144
– Name: Abstract
  Label: Abstract
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  Data: Current literature on students' emotional well-being often relies on global measures, making it difficult to identify affective states specifically experienced within the school context. This study, based on a population (N = 297993) of 10th grade students, analyzed differences in emotions at school across academic achievement, socioeconomic status (SES), immigrant background, and sex assigned at birth. The psychometric properties of the Feelings At School Scale (FASS) were evaluated with fixed and dynamic fit index cutoffs, and measurement invariance was established across subgroups. Results of latent mean difference tests showed that low achievers, low-SES, immigrant, and female students experience fewer positive emotions at school. Surprisingly, being a high achiever does not appear to protect against the experience of negative emotions at school. While academic achievement was the most important factor for positive emotions (d = 0.16), being female was the greatest risk factor for experiencing negative emotions at school (d = 0.45). This study provides valuable insights into students' emotional experiences at school, using a validated and efficient tool for assessing emotional well-being. By examining an entire population of students, these findings improve generalizability and capture a broad spectrum of student characteristics. The results underscore the importance of targeted interventions to support those student subgroups most at risk of experiencing negative emotions in the school setting.
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  Data: As Provided
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  Data: 2025
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  Label: Accession Number
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  Data: EJ1482213
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    Identifiers:
      – Type: doi
        Value: 10.1177/07342829251354912
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 22
        StartPage: 721
    Subjects:
      – SubjectFull: Well Being
        Type: general
      – SubjectFull: Grade 10
        Type: general
      – SubjectFull: Emotional Response
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Socioeconomic Status
        Type: general
      – SubjectFull: Immigrants
        Type: general
      – SubjectFull: Gender Differences
        Type: general
      – SubjectFull: Psychometrics
        Type: general
      – SubjectFull: Student Characteristics
        Type: general
      – SubjectFull: Affective Behavior
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: Italy
        Type: general
      – SubjectFull: Positive and Negative Affect Schedule
        Type: general
    Titles:
      – TitleFull: Measuring Emotional Well-Being at School among Students with Different Characteristics: A Population Study
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            NameFull: Elisa Cavicchiolo
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            NameFull: Sara Manganelli
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            NameFull: Fabio Lucidi
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              Y: 2025
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              Value: 0734-2829
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              Value: 1557-5144
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              Value: 43
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            – TitleFull: Journal of Psychoeducational Assessment
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