The role of educational support in the development of subjective well‐being in Finnish general upper secondary education

This study examines how students' support, self-esteem, and schoolwork difficulties are related to the development of subjective well-being (SWB), which consists social relations self-fulfillment. The participants (n = 326, aged 16 years) were followed for first 2 years general upper secondary education in Finnish schools. first-year results path model showed that students who received more support or had better self-esteem likely have SWB, but with lower SWB. also indicated SWB second year was strongly predicted by year. All autoregressive effects variables from significant, highest stability, lowest stability. Moreover, mediation between suggested low experienced In practice, it an important finding that, both years, school staff members could positively impact through even though insufficient reduce negative effect on