Subjective Well-Being of Students and Teachers in Uruguay: Life Satisfaction, Affective Profiles and Academic Emotions
Although affect and well-being occupy a central place in educational discourse, resources and evidence are still scarce. This study sought to analyze the psychometric properties of brief instruments, identify affective profiles and explore the emotions that students associate with their institution....
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| Format: | article |
| Language: | Spanish English |
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2025
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| Online Access: | https://revistas.ucu.edu.uy/index.php/cienciaspsicologicas/article/view/4401 https://hdl.handle.net/10895/5699 |
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| _version_ | 1868890195633373184 |
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| author | Manchini, Nigel |
| author2 | Trías Seferian, Daniel Jiménez, Óliver Ramos-Díaz, Natalia |
| author2_role | author author author |
| author_browse | Jiménez, Óliver Manchini, Nigel Ramos-Díaz, Natalia Trías Seferian, Daniel |
| author_facet | Manchini, Nigel Trías Seferian, Daniel Jiménez, Óliver Ramos-Díaz, Natalia |
| author_role | author |
| collection | LIBERI |
| dc.creator.none.fl_str_mv | Manchini, Nigel Trías Seferian, Daniel Jiménez, Óliver Ramos-Díaz, Natalia |
| dc.date.none.fl_str_mv | 2025-07-10 2025-12-22T16:34:59Z 2025-12-22T16:34:59Z |
| dc.format.none.fl_str_mv | application/pdf application/pdf text/html |
| dc.identifier.none.fl_str_mv | https://revistas.ucu.edu.uy/index.php/cienciaspsicologicas/article/view/4401 10.22235/cp.v19i2.4401 https://hdl.handle.net/10895/5699 |
| dc.language.none.fl_str_mv | spa eng |
| dc.publisher.none.fl_str_mv | Universidad Católica del Uruguay |
| dc.relation.none.fl_str_mv | https://revistas.ucu.edu.uy/index.php/cienciaspsicologicas/article/view/4401/3836 https://revistas.ucu.edu.uy/index.php/cienciaspsicologicas/article/view/4401/3837 https://revistas.ucu.edu.uy/index.php/cienciaspsicologicas/article/view/4401/3858 |
| dc.rights.none.fl_str_mv | Derechos de autor 2025 Ciencias Psicológicas https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
| dc.source.none.fl_str_mv | Ciencias Psicológicas; 2025, Volumen 19(2); e-4401 Ciencias Psicológicas; 2025, Volumen 19(2); e-4401 Ciencias Psicológicas; 2025, Volumen 19(2); e-4401 1688-4221 10.22235/cp.v19i2 reponame:LIBERI instname:Universidad Católica del Uruguay instacron:Universidad Católica del Uruguay |
| dc.subject.none.fl_str_mv | well-being affectivity secondary education psychological assessment adolescents bienestar afectividad enseñanza secundaria evaluación psicológica adolescentes bem-estar afetividade ensino médio avaliação psicológica adolescentes |
| dc.title.none.fl_str_mv | Subjective Well-Being of Students and Teachers in Uruguay: Life Satisfaction, Affective Profiles and Academic Emotions Bienestar subjetivo de estudiantes y docentes de Uruguay: satisfacción con la vida, perfiles afectivos y emociones académicas Bem-estar subjetivo de estudantes e docentes no Uruguai: satisfação com a vida, perfis afetivos e emoções acadêmicas |
| dc.type.none.fl_str_mv | info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion info:eu-repo/semantics/publishedVersion |
| description | Although affect and well-being occupy a central place in educational discourse, resources and evidence are still scarce. This study sought to analyze the psychometric properties of brief instruments, identify affective profiles and explore the emotions that students associate with their institution. The participants were teachers (n = 350), middle school students (n = 357) and high school students (n = 375) from Uruguay, who completed subjective well-being scales (SWLS and PANAS) and an open-ended question processed through automated text analysis. Factor, reliability and correlation analyses suggest the validity of both scales; cluster analysis suggests the existence of four affective profiles similar to Norlander et al.'s (2002) model: self-fulfilling, self-destructive, high-affective and low-affective. Although the educational institution is predominantly associated with unpleasant experiences (such as stress, tiredness, sadness and anxiety), it is also associated with joy and happiness. Differences were identified depending on the affective profile: for example, associations with interest, motivation and curiosity are distinctive of the self-fulfilling profile, while disappointment, displeasure and loneliness are distinctive of the self-destructive profile. The results suggest that the conjunction of scales and text analysis allows for insights into well-being in educational contexts. |
| eu_rights_str_mv | openAccess |
| format | article |
| id | anni_ce695cf82703afb2eb7e049fbf208fca |
| identifier_str_mv | 10.22235/cp.v19i2.4401 |
| instacron_str | Universidad Católica del Uruguay |
| institution | Universidad Católica del Uruguay |
| instname_str | Universidad Católica del Uruguay |
| language | spa eng |
| network_acronym_str | anni |
| network_name_str | oai-lr-anni |
| oai_identifier_str | oai:liberi.ucu.edu.uy:10895/5699 |
| publishDate | 2025 |
| publishDateSort | 2025 |
| publisher.none.fl_str_mv | Universidad Católica del Uruguay |
| reponame_str | LIBERI |
| repository.mail.fl_str_mv | |
| repository.name.fl_str_mv | |
| repository_id_str | |
| rights_invalid_str_mv | Derechos de autor 2025 Ciencias Psicológicas https://creativecommons.org/licenses/by/4.0 |
| spelling | Subjective Well-Being of Students and Teachers in Uruguay: Life Satisfaction, Affective Profiles and Academic EmotionsBienestar subjetivo de estudiantes y docentes de Uruguay: satisfacción con la vida, perfiles afectivos y emociones académicasBem-estar subjetivo de estudantes e docentes no Uruguai: satisfação com a vida, perfis afetivos e emoções acadêmicasManchini, NigelTrías Seferian, DanielJiménez, ÓliverRamos-Díaz, Nataliawell-beingaffectivitysecondary educationpsychological assessmentadolescentsbienestarafectividadenseñanza secundariaevaluación psicológicaadolescentesbem-estarafetividadeensino médioavaliação psicológicaadolescentesAlthough affect and well-being occupy a central place in educational discourse, resources and evidence are still scarce. This study sought to analyze the psychometric properties of brief instruments, identify affective profiles and explore the emotions that students associate with their institution. The participants were teachers (n = 350), middle school students (n = 357) and high school students (n = 375) from Uruguay, who completed subjective well-being scales (SWLS and PANAS) and an open-ended question processed through automated text analysis. Factor, reliability and correlation analyses suggest the validity of both scales; cluster analysis suggests the existence of four affective profiles similar to Norlander et al.'s (2002) model: self-fulfilling, self-destructive, high-affective and low-affective. Although the educational institution is predominantly associated with unpleasant experiences (such as stress, tiredness, sadness and anxiety), it is also associated with joy and happiness. Differences were identified depending on the affective profile: for example, associations with interest, motivation and curiosity are distinctive of the self-fulfilling profile, while disappointment, displeasure and loneliness are distinctive of the self-destructive profile. The results suggest that the conjunction of scales and text analysis allows for insights into well-being in educational contexts.Aunque el afecto y el bienestar ocupan un lugar central en el discurso educativo, los recursos y la evidencia son todavía escasos. Este trabajo buscó analizar propiedades psicométricas de instrumentos breves, identificar perfiles afectivos y explorar las emociones que el estudiantado asocia a su institución. Participaron docentes (n = 350), estudiantes de educación media básica (n = 357) y media superior (n = 375) de Uruguay, quienes cumplimentaron escalas de bienestar subjetivo (SWLS y PANAS) y una pregunta abierta procesada mediante análisis automatizado de textos. Los análisis factoriales, de fiabilidad y de correlación sugieren la validez de ambas escalas, mientras que los análisis de conglomerados sugieren la existencia de cuatro perfiles afectivos asimilables al modelo de Norlander et al. (2002): autorrealizado, autodestructivo, alta-afectividad y baja-afectividad. Aunque la institución educativa es asociada predominantemente a experiencias desagradables (como estrés, cansancio, tristeza y ansiedad) también se la asocia con alegría y felicidad. Se identificaron diferencias dependiendo del perfil afectivo: por ejemplo, las asociaciones con interés, motivación y curiosidad son distintivas del perfil autorrealizado, mientras que decepción, desagrado y soledad lo son del autodestructivo. Los resultados sugieren que la conjunción de escalas y análisis de texto permite obtener insights sobre el bienestar en contextos educativos.Embora o afeto e o bem-estar ocupem um lugar central no discurso educacional, os recursos e as evidências ainda são escassos. Este estudo buscou analisar propriedades psicométricas de instrumentos breves, identificar perfis afetivos e explorar as emoções que os estudantes associam à sua instituição. Participaram docentes (n = 350) e estudantes de ensino fundamental 2 (n = 357) e ensino médio (n = 375) do Uruguai, que responderam a escalas de bem-estar subjetivo (SWLS e PANAS) e a uma pergunta aberta processada por meio de análise de texto automatizada. As análises fatoriais, de confiabilidade e de correlação sugerem a validade de ambas as escalas, enquanto as análises de conglomerados indicam a existência de quatro perfis afetivos semelhantes ao modelo de Norlander et al. (2002): autorrealizado, autodestrutivo, alta afetividade e baixa afetividade. Embora a instituição educacional esteja predominantemente associada a experiências desagradáveis (como estresse, cansaço, tristeza e ansiedade), também é associada à alegria e felicidade. Foram identificadas diferenças dependendo do perfil afetivo: por exemplo, as associações com interesse, motivação e curiosidade são características do perfil autorrealizado, enquanto decepção, desagrado e solidão são típicos do perfil autodestrutivo. Os resultados sugerem que a combinação de escalas e análise de texto permite obter insights sobre o bem-estar em contextos educacionais.Universidad Católica del Uruguay2025-07-102025-12-22T16:34:59Z2025-12-22T16:34:59Zinfo:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdftext/htmlhttps://revistas.ucu.edu.uy/index.php/cienciaspsicologicas/article/view/440110.22235/cp.v19i2.4401https://hdl.handle.net/10895/5699Ciencias Psicológicas; 2025, Volumen 19(2); e-4401Ciencias Psicológicas; 2025, Volumen 19(2); e-4401Ciencias Psicológicas; 2025, Volumen 19(2); e-44011688-422110.22235/cp.v19i2reponame:LIBERIinstname:Universidad Católica del Uruguayinstacron:Universidad Católica del Uruguayspaenghttps://revistas.ucu.edu.uy/index.php/cienciaspsicologicas/article/view/4401/3836https://revistas.ucu.edu.uy/index.php/cienciaspsicologicas/article/view/4401/3837https://revistas.ucu.edu.uy/index.php/cienciaspsicologicas/article/view/4401/3858Derechos de autor 2025 Ciencias Psicológicashttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessoai:liberi.ucu.edu.uy:10895/56992026-06-16T06:51:53Z |
| spellingShingle | Subjective Well-Being of Students and Teachers in Uruguay: Life Satisfaction, Affective Profiles and Academic Emotions Manchini, Nigel well-being affectivity secondary education psychological assessment adolescents bienestar afectividad enseñanza secundaria evaluación psicológica adolescentes bem-estar afetividade ensino médio avaliação psicológica adolescentes |
| status_str | publishedVersion |
| title | Subjective Well-Being of Students and Teachers in Uruguay: Life Satisfaction, Affective Profiles and Academic Emotions |
| title_full | Subjective Well-Being of Students and Teachers in Uruguay: Life Satisfaction, Affective Profiles and Academic Emotions |
| title_fullStr | Subjective Well-Being of Students and Teachers in Uruguay: Life Satisfaction, Affective Profiles and Academic Emotions |
| title_full_unstemmed | Subjective Well-Being of Students and Teachers in Uruguay: Life Satisfaction, Affective Profiles and Academic Emotions |
| title_short | Subjective Well-Being of Students and Teachers in Uruguay: Life Satisfaction, Affective Profiles and Academic Emotions |
| title_sort | Subjective Well-Being of Students and Teachers in Uruguay: Life Satisfaction, Affective Profiles and Academic Emotions |
| topic | well-being affectivity secondary education psychological assessment adolescents bienestar afectividad enseñanza secundaria evaluación psicológica adolescentes bem-estar afetividade ensino médio avaliação psicológica adolescentes |
| url | https://revistas.ucu.edu.uy/index.php/cienciaspsicologicas/article/view/4401 https://hdl.handle.net/10895/5699 |