Educational well-being /ill-being and perceptions of educational context
The aim of this article is to show the factorial and confirmatory structure of a questionnaire on well-being/ill-being in a lower secondary school in Italy and some of the results. This questionnaire was built in 2013 as a collaboration between the “Sapienza” University of Rome and the University of Moscow and St. Petersburg. This questionnaire was correlated in 2015 with a questionnaire on perception of educational context. The aim of the analysis was to understand how the educational context can change the state of students’ well-being and ill- being. The students’ well-being was intended with four scales: sense of protection, satisfaction, family support, school climate. For ill-being the scales detected are: neurovegetative anxiety, the fear of judgment, evaluation anxiety, relationship anxiety, non-specific anxiety. This article shows some of the psychometric characteristics of the instruments and the relations of the scales with the perceptions of educational context. Finally, we show some significant statistical differences between the means.