Kairos study protocol: a multidisciplinary approach to the study of school timing and its effects on health, well-being and students' performance.

Recent evidence from chronobiology, chssronomedicine and chronopsychology shows that the organisation of social time (e.g., school schedules) generally does not respect biological time. This raises concerns about the impact of the constant mismatch between students' social and internal body clocks on their health, well-being and academic performance. The present paper describes a protocol used to investigate the problem of (de) synchronisation of biological times (chronotypes) in childhood and youth in relation to school times. It studies the effects of student chronotype vs. school schedule matches/mismatches on health behaviours (e.g., how many hours students sleep, when they sleep, eat, do physical activity, spend time outdoors in daylight) and learning (verbal expression, spatial structuring, operations) and whether alert-fatigue levels mediate this effect alignments/misalignments on learning (verbal expression, spatial structuring, operations) and their mediation by alert-fatigue levels. The novelty of our protocol lies in its multidisciplinary and mixed methodology approach to a relevant and complex issue. It draws on up-to-date knowledge from the areas of biology, medicine, psychology, pedagogy and sociology. The methods employed include a varied repertoire of techniques from hormonal analysis (cortisol and melatonin), continuous activity and light monitoring, self-registration of food intake, sleep timings, exercise and exposure to screens, alongside with systematic application of cognitive performance tests (e.g., memory, reasoning, calculation, attention) and self-reported well-being. This comprehensive and interdisciplinary protocol should support evidence-based education policy measures related to school time organisation. Appropriate and healthier school timetables will contribute to social change, healthier students and with more efficient learning. The results of studies using a similar methodology in other countries would ensure replication and comparability of results and contribute to knowledge to support policy making.

Changes in the network structure of well-being components in adolescents in the school context: A 2-year longitudinal study.

Disentangling the connections between subjective and psychological well-being may help practitioners identify effective targets of intervention to promote mental health in school settings. Based on theoretical foundations of well-being, the present study utilized psychometric network analysis to explore prospective associations between the subjective and psychological well-being of adolescents over 2 years. To this end, a cross-sectional network was estimated at Time 1 (n = 560) and Time 2 (n = 281), followed by a longitudinal network incorporating individual changes across time points in each component (n = 235). The networks included different indicators of subjective (e.g., life satisfaction, positive affect, negative affect) and psychological well-being measured by means of self-reported questionnaires. The results revealed direct connections between indicators of subjective and psychological well-being over time. Positive affect, especially feeling happy and satisfied, exhibited most of these connections. Only one negative longitudinal association emerged, which involved negative affect (e.g., feeling worried) and psychological well-being. The suitability of the network approach to represent the structure of subjective and psychological well-being can be used to widen research on adolescents' well-being. Considering the longitudinal associations identified, the present study makes an exploratory hypothesis to propose specific connectors between subjective and psychological well-being as potential targets for interventions aimed at promoting adolescents' mental health.

Mediation effect of emotional self-regulation in the relationship between physical activity and subjective well-being in Chilean adolescents.

Adolescents' subjective well-being and physical activity have been found to be correlated in previous studies. However, the underlying mechanisms of this relationship, especially the potential contribution of emotional self-regulation, have received little attention. This study aims to investigate the extent to which emotional self-regulation mediates the association between adolescent physical activity habits and their subjective well-being. The study involved 9585 adolescents who completed a cross-sectional survey. Participants were aged between 10 and 19 years old and attended primary and secondary schools in all 16 regions of Chile. The survey utilized a self-report questionnaire to measure physical activity habits, subjective well-being, and emotional self-regulation. Sociodemographic variables, such as age, gender, and socioeconomic level, were also considered in the analysis. The results showed that physical activity habits, emotional regulation, and subjective well-being were positively correlated. Among these factors, the strongest association was found between subjective well-being and emotional self-regulation. The mediation analysis revealed a partial mediation effect of emotional self-regulation between physical activity habits and subjective well-being. In other words, physical activity habits affect subjective well-being to the extent that these habits affect emotional self-regulation. These findings provide valuable insights into the mechanisms underlying the link between physical activity habits and subjective well-being among adolescents. They also offer useful information for the development of public programs and policies aimed at promoting physical activity habits and subjective well-being in young people.

A Qualitative Approach to Exploring the Impact of the Gay Identity Formation Process.

Background: Most gay men experience difficulty in coming to terms with their sexual orientation, with their health, wellbeing, and quality of life potentially affected by unpleasant experiences often associated with the formation of their gay identity. It is therefore important for nurses to understand the needs of gay men so that they can accompany them and provide quality care during and after the identity formation process. Objective: The aim of the study was to explore and describe the identity formation and coming out experiences of gay men. Methods: A qualitative design with a constructivist naturalist approach was used. Data were collected through in-depth semi-structured interviews with five gay men with experience of the gay identity formation process, and data were analyzed using a thematic analysis method. Results: The results show that the men needed support, as they reported feeling different and alone during the identity formation and coming out process, and that their mental health was affected. Fear of rejection, negative reactions, and disappointing people were the reasons that led the men not to disclose their sexual orientation to family, while those who had come out defined a feeling of liberation. Conclusions: The gay identity formation process has potential impacts on health, wellbeing, and quality of life. Nurses need cultural competence training to be able to understand the needs of gay men, accompany them in the identity formation process, and provide individualized and non-heteronormative care. Nurses also need to participate in dismantling a heterosexist social structure.

The relationship between subjective well-being and food: a qualitative study based on children's perspectives.

PURPOSE: Despite the lack of consensus regarding which life satisfaction domains should be included in the study of children's subjective well-being (SWB), some domains are frequently considered, such as satisfaction with health. However, some others, such as satisfaction with food, are barely taken into account, despite the impact eating habits have on children's health and well-being. We adopt a qualitative approach to explore the role food plays in children's SWB, providing for a more in-depth analysis of children's perceptions and evaluations on a still insufficiently known domain of life satisfaction. METHOD: Sixteen discussion groups were held with 112 Spanish students (10-12 years old) from six schools. The transcripts were analy sed and themes reflecting the key concepts were defined using reflexive thematic analysis. RESULTS: Five themes emerged from the children's discourses on the relationship between food and SWB: health, pleasure, emotions, commensality-i.e., eating together-and food-empowerment-thus offering new insights from children's perspectives. CONCLUSION: Almost all of the participants established a relationship between their SWB and their eating behaviour, meaning that, within the challenges facing public health, SWB must be taken into account when promoting healthy eating programmes for children. Also, group discussion is found to be a very powerful tool for exploring topics with subjective connotations among child populations.

Physical activity habits and their relationship with sociodemographic factors in Chilean adolescents.

Physical activity plays an important role in the well-being and development of adolescents. Physical activity habits expressed in terms of frequency and duration are consistently associated with sociodemographic factors such as age, gender, and socioeconomic status. However, there is less evidence of the relationship between the type and context of physical activity in adolescents. The aim of this article is to analyze physical activity habits and their relationship with sociodemographic factors in Chilean adolescents. The cross-sectional study consisted of 7,263 adolescents aged between 10 and 20 years old, students from both public and private schools in all regions of Chile. Physical activity habits were examined by means of a self-report questionnaire. The age groups were classified according to the three stages of adolescence (early: 10 to 13, middle: 14 to 16, and late: 17 to 20 years old). Socioeconomic level was established based on the school vulnerability index (SVI) of the school attended by each adolescent. In the study it was obvious to the level of physical activity for the adolescents was below the international recommendations. A statistically significant association can also be found between the sociodemographic factors studied and the physical activity habits reported by the young people. The multivariate regression analysis established that the risk of not achieving the physical activity recommendations was 2.8 times higher in females than in males, 2.4 times higher in the older age groups (14-16 and 17-20 years old) compared to the 10-13-year age range and 1.1 times in the medium and high vulnerability groups than in the low socioeconomic vulnerability group. These findings highlight the importance of considering all these factors holistically whenever designing programs or public policies that promote the development of healthy physical activity habits in adolescents.

The Mental Health of Patients With Psychotic Disorder From a Positive, Multidimensional and Recovery Perspective.

Positive mental health (PMH) and mental illness are distinct, yet interrelated, constructs. However, this relationship has yet to be adequately established. We aimed to evaluate the level of PMH and its relationship with sociodemographic and clinical determinants as well as to explore the relationship between PMH and the positive constructs of recovery, subjective wellbeing (SWB), insight and functioning in patients with psychotic disorder. A multicenter, descriptive, cross-sectional and correlational study with a sample of 347 patients with psychotic disorder was conducted. The following assessment instruments were used: Positive Mental Health Questionnaire, Maryland Assessment of Recovery in Serious Mental Illness scale, Insight Scale, Personal Wellbeing Index-Adult version (PWI-A), Overall Life Satisfaction (OLS) and Global Assessment of Functioning scale. The mean global level of PMH was 116.16 (range of 39-156, SD = 19.39). Significant differences were found in PMH in relation to sociodemographic (sex, civil status and employment situation) and clinical variables (family history of mental disorders, number of prescribed antipsychotics, treatment with anxiolytics, treatment with antidepressants and suicide attempts). PMH was significantly and positively correlated with recovery (r = 0.760), SWB (PWI-A: r = 0.728 and OLS: r = 0.602) and functioning (r = 0.243), and negatively with insight (r = -0.335). These results can lead to a major change in mental health care. If actions are taken to increase PMH, then recovery, SWB and functioning will also increase. At the same time, interventions should be carried out to boost insight, since increasing PMH could decrease insight, all resulting in better quality of life for patients with psychotic disorder.

Children’s School Subjective Well-Being: The Importance of Schools in Perception of Support Received From Classmates / El bienestar subjetivo escolar en la infancia: la importancia de la escuela en la percepción del apoyo recibido de los compañeros de clase

Besides educational results, a comprehensive view of childhood should include children’s opinions on their well-being in school. The objective of this study is to determine whether school subjective well-being of children varies according to the school they attend, which would justify identifying related factors (school perceptions, individual affection, and socioeconomic composition). The 3,962 answers of children from Barcelona (Mage = 10.74) in 2017 to the International Survey of Children’s Well-being are analysed. The multilevel analysis shows that classmates play an essential role in school experience: in those schools where more children are very satisfied with their life as students, children have more confidence in receiving support from their classmates if they have a problem and feel less stressed. This has important implications for learning, coexistence, and participation. As the impact of social inequalities on school experience has not been identified, research focused on schools facing situations of social vulnerability is required.

Además de los resultados educativos, una visión integral de la infancia debe incluir las opiniones de los niños sobre su bienestar en la escuela. El objetivo del trabajo es determinar si el bienestar subjetivo escolar de los niños varía según la escuela a la que asisten, lo que justificaría identificar factores relacionados (percepciones escolares, afecto individual y composición socioeconómica). Se analizan las 3,962 respuestas de los niños de Barcelona (Medad = 10,74) a la Encuesta Internacional de Bienestar Infantil en 2017. El análisis multinivel muestra que los compañeros de clase juegan un papel esencial en la experiencia escolar: en aquellas escuelas donde hay más niños satisfechos con su vida escolar tienen más confianza en recibir el apoyo de sus compañeros de clase si tienen un problema y se sienten menos estresados. Esto tiene importantes implicaciones para el aprendizaje, la convivencia y la participación. Dado que no se ha identificado el impacto de las desigualdades sociales en la experiencia escolar, se requiere una investigación centrada en las escuelas que se enfrentan a situaciones de vulnerabilidad social.

The Moderating Role of Sociodemographic Factors in the Relationship between Physical Activity and Subjective Well-Being in Chilean Children and Adolescents.

BACKGROUND: The relationship between physical activity habits and well-being is widely recognized; however, the interaction that these variables have with sociodemographic factors throughout life is only partially addressed in the literature, particularly in children and adolescents. The aim of this article is to analyze the moderating effect of sociodemographic factors and the possible interaction of these moderations in the relationship between physical activity and subjective well-being in children and adolescents. METHODS: This cross-sectional study considered a sample of 9572 children and adolescents from 10 to 19 years of age, students of primary and secondary schools in all regions of Chile. Subjective well-being and physical activity habits were measured using self-report questionnaires. Socioeconomic level was established from the school vulnerability index (SVI) of each student's school. RESULTS: Simple moderation analyses revealed that the higher the age and the lower the SVI, the stronger the relationship between physical activity habits and subjective well-being. From a double moderation analysis, it could be observed that the age of the subjects is the most relevant moderator in the relationship between physical activity habits and perceived well-being in young people. CONCLUSIONS: This study highlights the importance of considering these factors and their interaction when generating programs or public policies to improve physical activity habits and well-being in children and adolescents.

Factors Favoring and Hindering Volunteering by Older Adults and Their Relationship with Subjective Well-Being: A Mixed-Method Approach.

A mixed methodology was used through the triangulation of quantitative and qualitative data to determine older adults' perspectives regarding volunteering and identify what factors can contribute to promoting it, with special emphasis on the role that their own well-being plays in this behavior. The results reveal that satisfaction with life as a whole contributes positively to volunteer behavior and satisfaction with the groups one belongs to contributes negatively. The volunteers were less satisfied than non-volunteers with interpersonal relationships and with the groups they belong to. Knowing the opinion of the older adults with regard to volunteering and understanding how this prosocial behavior relates to their own well-being is very useful for developing strategic plans that allow future volunteers to be captured.

Peer Relatedness, School Satisfaction, and Life Satisfaction in Early Adolescence: A Non-recursive Model.

Cumulative evidence suggests that, for children and adolescents, peer relatedness is an essential component of their overall sense of belonging, and correlates with subjective well-being and school-based well-being. However, it remains unclear what the underlying mechanism explaining these relationships is. Therefore, this study examines whether there is a reciprocal effect between school satisfaction and overall life satisfaction (Hypothesis 1), and whether the effect of peer relatedness on life satisfaction is mediated by school satisfaction (Hypothesis 2). A non-recursive model with instrumental variables was tested with econometric and structural equation modeling methodologies, using a cross-sectional sample of n = 5,619 Chilean early adolescents (49.2% girls), aged 10, 11, and 12 (46.13, 44.99, and 8.88% respectively). Results were highly consistent across methods and supported the hypotheses. First, the findings confirmed a significant reciprocal influence between school satisfaction and overall life satisfaction, with a greater impact from school to life satisfaction. Second, the effect of peer relatedness on overall life satisfaction was fully mediated by school satisfaction. The study further suggests the importance of considering reciprocal effects among domain-specific satisfaction and overall life satisfaction and illustrates the application of non-recursive models for this purpose.

Subjective Well-Being in Early Adolescence: Observations from a Five-Year Longitudinal Study.

This article aims to redress the lack of longitudinal studies on adolescents' subjective well-being (SWB) and highlight the relevance of knowledge deriving from such research in designing public policies for improving their health and wellbeing in accordance with the stage of development they are in. To achieve this, the evolution of SWB during early adolescence (in adolescents aged between 10 and 14 in the first data collection) was explored over a five year period, considering boys and girls together and separately. This involved comparing different SWB scales and contrasting results when considering the year of data collection versus the cohort (year of birth) participants belonged to. The methodology comprised a generalized linear mixed model using the INLA (Integrated Nested Laplace Approximation) estimation within a Bayesian framework. Results support the existence of a decreasing-with-age trend, which has been previously intuited in cross-sectional studies and observed in only a few longitudinal studies and contrasts with the increasing-with-age tendency observed in late adolescence. This decrease is also found to be more pronounced for girls, with relevant differences found between instruments. The decreasing-with-age trend observed when the year of data collection is taken into account is also observed when considering the cohort, but the latter provides additional information. The results obtained suggest that there is a need to continue studying the evolution of SWB in early adolescence with samples from other cultures; this, in turn, will make it possible to establish the extent to which the observed decreasing-with-age trend among early adolescents is influenced by cultural factors.

[Peer violence, school environment and developmental contexts: its effects on well-being]. / Violência entre pares, clima escolar e contextos de desenvolvimento: suas implicações no bem-estar.

The scope of this study is to analyze the implications of peer violence in the school context, the school environment and the perceived developmental contexts on the subjective well-being of children and adolescents. The sample is comprised of 910 students in Years 6 and 7 of primary school in 27 urban and rural public and private schools in Ceará. It is a quantitative cross-sectional study and the following tools were used: scales measuring victimization and aggression among peers and the school environment; three indices on perceptions of developmental contexts (home, school, neighborhood); and three well-being scales (Students' Life Satisfaction Scale, Personal Well-being Index and Single item on Overall Life Satisfaction). Data were analyzed using multivariate variance analysis, with a significance level below 0, 01. Results indicate that bullying, alone or in interaction with the variables analyzed, is the variable that has the greatest impact on the well-being of the population studied, whereby those involved in bullying have the lowest well-being averages. Low levels of perception regarding the contexts of home, school and neighborhood and the school environment, as well as attending a public school and/or living in rural areas, are all also associated with low subjective well-being.

O objetivo desta pesquisa é analisar as implicações da violência entre pares no contexto escolar, do clima escolar e da percepção dos contextos de desenvolvimento no bem-estar subjetivo de crianças e adolescentes. A amostra é composta por 910 estudantes do 6º e 7º ano do ensino fundamental, de 27 escolas, públicas e privadas, urbanas e rurais do Ceará. Trata-se de um estudo transversal quantitativo que utilizou os instrumentos escala de vitimização e agressão entre pares e de clima escolar; três índices de percepção dos contextos de desenvolvimento (casa, escola, bairro); três escalas de bem-estar (satisfação com a vida para estudantes, índice de bem-estar pessoal e item único de satisfação com a vida) para coleta de dados. Os dados passaram por análise de variância multivariada com nível de significância não superior a 0,01. Os resultados indicam que a tipologia bullying, isoladamente ou em interação com as variáveis analisadas, é a que mais impacto exerce sobre o bem-estar da população estudada, sendo os envolvidos os que apresentam as menores médias de bem-estar. Níveis baixos de percepção dos contextos casa, escola, bairro, e do clima escolar, bem como estudar em escola pública e/ou morar em zona rural, estão igualmente associados a bem-estar subjetivo baixo.

Violência entre pares, clima escolar e contextos de desenvolvimento: suas implicações no bem-estar / Peer violence, school environment and developmental contexts: its effects on well-being

Resumo O objetivo desta pesquisa é analisar as implicações da violência entre pares no contexto escolar, do clima escolar e da percepção dos contextos de desenvolvimento no bem-estar subjetivo de crianças e adolescentes. A amostra é composta por 910 estudantes do 6º e 7º ano do ensino fundamental, de 27 escolas, públicas e privadas, urbanas e rurais do Ceará. Trata-se de um estudo transversal quantitativo que utilizou os instrumentos escala de vitimização e agressão entre pares e de clima escolar; três índices de percepção dos contextos de desenvolvimento (casa, escola, bairro); três escalas de bem-estar (satisfação com a vida para estudantes, índice de bem-estar pessoal e item único de satisfação com a vida) para coleta de dados. Os dados passaram por análise de variância multivariada com nível de significância não superior a 0,01. Os resultados indicam que a tipologia bullying, isoladamente ou em interação com as variáveis analisadas, é a que mais impacto exerce sobre o bem-estar da população estudada, sendo os envolvidos os que apresentam as menores médias de bem-estar. Níveis baixos de percepção dos contextos casa, escola, bairro, e do clima escolar, bem como estudar em escola pública e/ou morar em zona rural, estão igualmente associados a bem-estar subjetivo baixo.

Abstract The scope of this study is to analyze the implications of peer violence in the school context, the school environment and the perceived developmental contexts on the subjective well-being of children and adolescents. The sample is comprised of 910 students in Years 6 and 7 of primary school in 27 urban and rural public and private schools in Ceará. It is a quantitative cross-sectional study and the following tools were used: scales measuring victimization and aggression among peers and the school environment; three indices on perceptions of developmental contexts (home, school, neighborhood); and three well-being scales (Students' Life Satisfaction Scale, Personal Well-being Index and Single item on Overall Life Satisfaction). Data were analyzed using multivariate variance analysis, with a significance level below 0, 01. Results indicate that bullying, alone or in interaction with the variables analyzed, is the variable that has the greatest impact on the well-being of the population studied, whereby those involved in bullying have the lowest well-being averages. Low levels of perception regarding the contexts of home, school and neighborhood and the school environment, as well as attending a public school and/or living in rural areas, are all also associated with low subjective well-being.

Subjective Well-Being Decreasing With Age: New Research on Children Over 8.

An increasing number of scientific publications have provided data from different countries suggesting subjective well-being (SWB) continuously decreases during adolescence. A review of these publications reveals authors have used dissimilar scales in diverse countries. Using data from the international Children's Worlds project (N = 48,040), involving 15 countries, a comparative analysis was performed to determine how mean scores evolve with different SWB scales from the age of 8 onwards. The results support the hypothesis that the tendency of SWB to decrease with age starts at around 10 years of age in most countries, while also confirming that different psychometric scales display different levels of sensitivity to diverse sociocultural contexts and more than one should be used in any research on children and adolescents' SWB.

Prosociality as a Form of Productive Aging: Predictors and Their Relationship With Subjective Well-Being.

The current study emphasizes the importance of active and productive aging to promote health and autonomy among older adults, highlighting effects on social and familial levels. A questionnaire was administered to a sample of 198 individuals older than 65 living in Palafrugell, Spain with the objective of determining which factors influence informal helping behavior among older adults and the relationship between these factors and well-being and variables such as perception of health and economic status. Satisfaction with free time and participation in various activities, as well as education level in individuals younger than 80, were identified as predictors of helping behavior. A statistically significant and positive relationship was observed between helping others and satisfaction with free time and feeling happy. This study contributes to understanding prosocial behavior among older adults by examining the relationship between prosocial behavior and subjective well-being and contribution to productive aging. [Res Gerontol Nurs. 2018; 11(6):306-315.].

Assessment of Free Time Motivation on a Sample of 11 to 18 Year-Old Catalan-Speaking Spanish Adolescents.

Free time is considered to be a very important aspect of adolescents' psychosocial development. One of the instruments that has been developed to explore motivation in relation to free time activities is Baldwin and Caldwell's (2003) Free Time Motivation Scale for Adolescents (FTMS-A), based on Ryan and Deci (2000) Self-Determination Theory. The main aim of this study is to explore the psychometric properties of the FTM S-A after its translation and adaptation to Catalan, administering it to a sample of 2,263 adolescents aged between 11 and 18 (M = 14.99; SD = 1.79) from Catalonia, Spain. To explore structural validity we follow two steps: Firstly, we analyze how the scale fits with the original model by conducting a CFA on the whole sample; secondly, we conduct an EFA on one half of the sample and a CFA on the other half in order to identify which structure best suits the sample. We also analyze convergent validity using three indicators of subjective well-being: The Personal Well-Being Index (PWI), the Satisfaction with Life scale (SWLS) and the Overall Life Satisfaction scale (OLS). The initial CFA produces a 5-factor model like the original, but with goodness of fit indices that do not reach the acceptable minimum. The EFA and the second CFA show a good fit for a 3-dimensional model (χ2(90) = 320.293; RMSEA = .048; NNFI = .92; CFI = .94) comprising introjected motivation, intrinsic motivation and amotivation. The correlations obtained between the FTMS-A and the three measures of subjective well-being scales show an association between free time motivations and this construct. Due to the model of scale used in the present study differs from the original, it is proposed that the new scale structure with 16 items be tested in the future in different cultural contexts.

Assessment of free time motivation on a sample of 11 to 18 year-old Catalan-speaking Spanish adolescents

Free time is considered to be a very important aspect of adolescents' psychosocial development. One of the instruments that has been developed to explore motivation in relation to free time activities is Baldwin and Caldwell's (2003) Free Time Motivation Scale for Adolescents (FTMS-A), based on Ryan and Deci (2000) Self-Determination Theory. The main aim of this study is to explore the psychometric properties of the FTM S-A after its translation and adaptation to Catalan, administering it to a sample of 2,263 adolescents aged between 11 and 18 (M = 14.99; SD = 1.79) from Catalonia, Spain. To explore structural validity we follow two steps: Firstly, we analyze how the scale fits with the original model by conducting a CFA on the whole sample; secondly, we conduct an EFA on one half of the sample and a CFA on the other half in order to identify which structure best suits the sample. We also analyze convergent validity using three indicators of subjective well-being: The Personal Well-Being Index (PWI), the Satisfaction with Life scale (SWLS) and the Overall Life Satisfaction scale (OLS). The initial CFA produces a 5-factor model like the original, but with goodness of fit indices that do not reach the acceptable minimum. The EFA and the second CFA show a good fit for a 3-dimensional model (χ2(90) = 320.293; RMSEA = .048; NNFI = .92; CFI = .94) comprising introjected motivation, intrinsic motivation and amotivation. The correlations obtained between the FTMS-A and the three measures of subjective well-being scales show an association between free time motivations and this construct. Due to the model of scale used in the present study differs from the original, it is proposed that the new scale structure with 16 items be tested in the future in different cultural contexts

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[Psychosocial stressors, sense of community, and subjective wellbeing in children and adolescents in urban and rural areas in Northeast Brazil]. / Estressores psicossociais, senso de comunidade e bem-estar subjetivo em crianças e adolescentes de zonas urbanas e rurais do Nordeste do Brasil.

The study's overall objective was to investigate the relationship between psychosocial stressors, sense of community, and subjective wellbeing in urban and rural schoolchildren in Northeast Brazil, focusing on differences according to territorial context. The sample consisted of 757 participants, 495 from urban schools and 262 from rural schools, enrolled in the 6th and 7th grades (9 to 18 years of age) in 21 municipal and state public schools, of which 13 urban and 8 rural, in 7 municipalities (counties) in Ceará State, Brazil. The study instruments were inventory of stressful events, scale of life satisfaction for students, index of sense of community, and satisfaction indices by life domains (family, material goods, relations, neighborhood/zone, health, time, school, and personal). The results indicate that socioeconomically underprivileged public schoolchildren from urban areas are more exposed to daily stress and score lower on satisfaction in specific domains of life and on sense of community. This latter is an important indicator for evaluating wellbeing in this young population.

Estressores psicossociais, senso de comunidade e bem-estar subjetivo em crianças e adolescentes de zonas urbanas e rurais do Nordeste do Brasil / Psychosocial stressors, sense of community, and subjective wellbeing in children and adolescents in urban and rural areas in Northeast Brazil / Estresores psicosociales, sentido de comunidad y bienestar subjetivo en niños y adolescentes de zonas urbanas y rurales del Nordeste de Brasil

Resumo: O objetivo geral do estudo é investigar a relação existente entre eventos estressores cotidianos, senso de comunidade e bem-estar subjetivo em alunos de escolas urbanas e rurais do Nordeste do Brasil, focando nas diferenças por contexto territorial. A amostra está formada por 757 participantes, 495 alunos de escolas urbanas e 262 de escolas rurais, dos 6o e 7o anos (9 a 18 anos) de 21 escolas públicas municipais e estaduais, 13 urbanas e 8 rurais, de 7 municípios do Ceará, Brasil. Os instrumentos utilizados foram: inventário de eventos estressores, escala de satisfação com a vida para estudantes, índice de senso de comunidade e oito índices de satisfação por âmbitos da vida (família, bens materiais, relações, bairro/zona, saúde, tempo, escola, pessoal). Os resultados indicam que os alunos das escolas públicas (desfavorecidos socioeconomicamente) de contextos urbanos estão mais expostos ao estresse cotidiano, pontuam mais baixo em satisfação com âmbitos específicos da vida e senso de comunidade, sendo este último um indicador importante na avaliação do bem-estar da população estudada.

Abstract: The study's overall objective was to investigate the relationship between psychosocial stressors, sense of community, and subjective wellbeing in urban and rural schoolchildren in Northeast Brazil, focusing on differences according to territorial context. The sample consisted of 757 participants, 495 from urban schools and 262 from rural schools, enrolled in the 6th and 7th grades (9 to 18 years of age) in 21 municipal and state public schools, of which 13 urban and 8 rural, in 7 municipalities (counties) in Ceará State, Brazil. The study instruments were inventory of stressful events, scale of life satisfaction for students, index of sense of community, and satisfaction indices by life domains (family, material goods, relations, neighborhood/zone, health, time, school, and personal). The results indicate that socioeconomically underprivileged public schoolchildren from urban areas are more exposed to daily stress and score lower on satisfaction in specific domains of life and on sense of community. This latter is an important indicator for evaluating wellbeing in this young population.

Resumen: El objetivo general del estudio es investigar la relación existente entre eventos estresores cotidianos, sentido de comunidad y bienestar subjetivo, en alumnos de escuelas urbanas y rurales del nordeste de Brasil, centrándose en las diferencias por contexto territorial. La muestra está formada por 757 participantes, 495 alumnos de escuelas urbanas y 262 de escuelas rurales, del 6o y 7o año (9 a 18 años) de 21 escuelas públicas municipales y estatales, 13 urbanas y 8 rurales, de 7 municipios de Ceará, Brasil. Los instrumentos utilizados fueron: inventario de eventos estresores, escala de satisfacción con la vida para estudiantes, índice de sentido de comunidad y ocho índices de satisfacción por ámbitos de la vida (familia, bienes materiales, relaciones, barrio/zona, salud, tiempo, escuela, personal). Los resultados indican que los alumnos de las escuelas públicas (desfavorecidos socioeconómicamente) de contextos urbanos están más expuestos al estrés cotidiano, puntúan más bajo en satisfacción con ámbitos específicos de la vida y sentido de comunidad, siendo este último un indicador importante en la evaluación del bienestar de la población estudiada.