Editorial: Subjective well-being in online and mixed educational settings
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Archivos
Fecha
2023
Profesor/a Guía
Facultad/escuela
Idioma
en
Título de la revista
ISSN de la revista
Título del volumen
Editor
Frontiers Media S.A.
Nombre de Curso
Licencia CC
Attribution 4.0 International Deed (CC BY 4.0)
Licencia CC
https://creativecommons.org/licenses/by/4.0/
Resumen
Introduction: This Research Topic aims to bring together a set of papers that will enable the scientific community to contribute to the understanding of the changes in these factors associated with subjective wellbeing in schools. Together with this, we have sought to show how the effects of the global pandemic may not only be temporary, but a permanent change in how we understand the role of school relationships and their effects on subjective wellbeing, now actively mediated by technology. The 24 articles that comprise it represent a significant contribution to how these changes are implemented and sustained in education systems around the world. This editorial is organized into three sections, which seek to provide a common framework for understanding Subjective Well-being in Online and Mixed Educational Settings. To this purpose, the first part presents a referential and theoretical framework of Subjective wellbeing from the social sciences in which the 24 works are inscribed. The second part describes the two thematic axes that organize the monograph and briefly presents each of
the 18 articles that comprise it. Finally, we point out some considerations that we have been able to extract from the reading of the theoretical and empirical material presented in the
monograph, composed of relevant voices from different geographies and traditions.
Notas
Indexación: Scopus
Palabras clave
COVID-19, Online Learning, Peer Interaction, Schools, Teacher-student relationships, Wellbeing
Citación
Frontiers in Psychology. Volume 14. 2023. Article number 1152373
DOI
10.3389/fpsyg.2023.1152373