Positive school environment, sustainable behaviour and well-being among higher education students (Ambiente escolar positivo, conducta sostenible ybienestar en estudiantes de educación superior)

Beatriz Valenzuela-García*, Iraís Cabrera, Martha Frías, Nadia Corral-Frías

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

Abstract

A positive school environment (PSE) could enhance student well-being and promote sustainable behaviour (SB). However, there is little research on PSEs in universities. In order to explore the relationships between PSE, SB and well-being, and to test the psychometric properties of the instruments used, we conducted research with asample of 285 undergraduate and graduate students (M= 21.63 years of age; SD = 3.91). We calculated descriptive statistics (univariate by scale/item and Cronbach’s alpha coefficients) and inferential statistics (Spearman’s rho coefficient, confirmatory factor analysis, covariances between constructs, also testing amodel of structural equations). The findings indicated that the scales were reliable (α > .60) and that, for the most part, they showed convergent and discriminatory validity. Furthermore, the expected theoretical relationships were confirmed: PSE was directly and positively related to SB and well-being, and the latter was also significantly affected by SB. This evidence could help to formulate public policies and programmes aimed at creating positive university environments.

Original languageEnglish
Pages (from-to)159-200
Number of pages42
JournalPsyecology
Volume13
Issue number2
DOIs
StatePublished - 2022

Bibliographical note

Publisher Copyright:
© 2022 Fundacion Infancia y Aprendizaje.

Keywords

  • higher education
  • positive school environment
  • school justice
  • sustainable behaviour
  • well-being

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