Well-Being and Its Promotion in Educational Contexts: Global Perspectives and Local Challenges
暫譯: 教育環境中的福祉及其促進：全球視角與地方挑戰

本書全面探討教育環境中的幸福感，專注於在多樣化的教育環境中促進幸福感。它研究了幸福感如何發展、受到各種因素的促進，以及在不同生命階段中如何得到加強，包括教育工作者的幸福感。本書獨特的重點在於探討如何將幸福感介入措施調整以適應不同的文化和社會經濟現實。透過整合理論和實證證據的方法，本書深入分析了如何在不同的教育情境和文化背景中促進幸福感。

本書分為六個部分。第一部分介紹了教育環境中幸福感的概念，提供了基礎框架，並探討其作為一項權利和包容性及可持續發展驅動力的相關性。第二部分專注於早期和小學教育中的幸福感，強調人際關係、情感發展以及早期介入在加強認知和社會情感技能方面的重要性。第三部分聚焦於青少年，檢視學校在塑造青少年幸福感中的關鍵角色，特別強調同儕關係、多元文化、韌性和積極心理發展。第四部分探討高等教育中的幸福感，研究心理健康、學生留存、學術參與、社會情感介入以及性格優勢作為繁榮的預測因子。第五部分將焦點轉向教育工作者，討論教師和學校工作人員的幸福感、他們的情感經歷以及制度條件。最後，第六部分對幸福感作為各級教育和角色的轉型基礎進行總結反思。

《教育環境中的幸福感及其促進：全球視角與地方挑戰》將吸引對研究和實施促進教育環境中幸福感策略感興趣的研究人員和專業人士，例如學校、教育和發展心理學家，以及學校教師和學校管理者、學術研究者和政策制定者。

Rubia Cobo-Rendón is a psychologist and holds a PhD in Psychology from the University of Concepción (Chile), with postgraduate training in clinical psychology, child and adolescent psychology, and higher education teaching from Universidad Rafael Urdaneta and Universidad Pedagógica Experimental Libertador (Venezuela). Currently pursuing a postdoctoral fellowship in artificial intelligence and education at the University of Guadalajara (Mexico). She is a professor at the Faculty of Psychology at Universidad del Desarrollo and a researcher at the Instituto de Bienestar Socioemocional (IBEM). She is an active member of both the School Coexistence Laboratory and The Multilevel Learning in Higher Education (AMES), where she leads the research line "Determinants of Well-Being Associated with Success in Higher Education." She currently serves as principal investigator on several applied research projects funded by both external and internal grants. With more than 60 indexed scientific publications, her academic work focuses on positive psychology, well-being, self-regulated learning, motivational climate, the use of technology in education, and cognitive-motivational variables that influence student retention and adjustment to university life.

Diego García-Álvarez is a psychologist, educator, and accredited scientific researcher recognized by multiple organizations, including the National System of Researchers at the National Agency for Research and Innovation of Uruguay. He holds a PhD in Educational Sciences and has completed postdoctoral research in both Educational Sciences and, more recently, Behavioral and Health Sciences. With extensive experience teaching at universities and adult education programs throughout Latin America, Diego is a full professor at Universidad Metropolitana in Caracas, Venezuela, and an associate researcher at the Center for Psychology Studies at Universidad de Montevideo, Uruguay. His primary research focuses on the psychology of well-being, health, and optimal human functioning. He brings a rigorous scientific approach and editorial expertise to every project, ensuring the highest standards of quality and integrity in academic publishing.

Alejandro Sánchez Oñate is a researcher at the Instituto de Bienestar Socioemocional (IBEM) and director of the Master's degree in Educational Psychology at Universidad del Desarrollo, Chile. He holds a Master's degree in Social Research and Development and a PhD in Psychology from Universidad de Concepción. He has served as the principal investigator and methodological advisor on various research projects in educational psychology, sociology of education, nursing, and educational sciences. His research focuses on social cohesion processes and their links with wellbeing in school education, with publications in theoretical, instrumental, and empirical studies, with a particular interest in mixed methods of research.

Daniela Bruna Jofré is a psychologist from Universidad del Desarrollo and holds a PhD in Psychology from Universidad de Concepción. Her academic career has developed primarily at Universidad del Desarrollo, where she currently leads the Multilevel Learning in Higher Education Laboratory (AMES) and actively participates in undergraduate and graduate teaching. Her research focuses on self-regulated learning in higher education, the teaching practices that foster it, and the development of authentic assessment systems. She has led and collaborated on various projects funded by ANID and institutional grants, and her work has been published in high-impact indexed journals, highlighting her contribution to strengthening university teaching from an empirical and applied perspective. Her work is distinguished by its articulation of scientific evidence with pedagogical innovation, contributing to the transformation of educational practices.

Rubia Cobo-Rendón 是一位心理學家，擁有智利康塞普西翁大學的心理學博士學位，並在拉斐爾·烏爾達內塔大學和自由教育實驗大學（委內瑞拉）接受臨床心理學、兒童與青少年心理學及高等教育教學的研究生訓練。目前，她正在墨西哥瓜達拉哈拉大學追求人工智慧與教育的博士後研究。她是發展大學心理學院的教授，也是社會情感福祉研究所（IBEM）的研究員。她是學校共存實驗室和高等教育多層次學習（AMES）的活躍成員，負責領導研究方向「與高等教育成功相關的福祉決定因素」。目前，她擔任多個應用研究項目的主要研究員，這些項目由外部和內部資助。她擁有超過60篇被索引的科學出版物，學術工作專注於正向心理學、福祉、自我調節學習、動機氣候、教育中技術的使用，以及影響學生留校率和適應大學生活的認知-動機變數。

Diego García-Álvarez 是一位心理學家、教育工作者，並且是多個組織認可的科學研究者，包括烏拉圭國家研究與創新機構的國家研究者系統。他擁有教育科學博士學位，並在教育科學以及最近的行為與健康科學領域完成博士後研究。Diego 在整個拉丁美洲的多所大學和成人教育計劃中擁有豐富的教學經驗，目前是委內瑞拉加拉加斯的都市大學的全職教授，並且是烏拉圭蒙特維多大學心理學研究中心的副研究員。他的主要研究集中在福祉心理學、健康和最佳人類功能上。他為每個項目帶來嚴謹的科學方法和編輯專業知識，確保學術出版的最高質量和誠信標準。

Alejandro Sánchez Oñate 是社會情感福祉研究所（IBEM）的研究員，也是智利發展大學教育心理學碩士學位的主任。他擁有社會研究與發展碩士學位以及康塞普西翁大學的心理學博士學位。他曾擔任多個教育心理學、教育社會學、護理和教育科學研究項目的主要研究員和方法論顧問。他的研究專注於社會凝聚過程及其與學校教育中福祉的聯繫，並在理論、工具和實證研究中發表了多篇文章，特別關注混合研究方法。

Daniela Bruna Jofré 是發展大學的心理學畢業生，並擁有康塞普西翁大學的心理學博士學位。她的學術生涯主要在發展大學發展，目前負責多層次學習在高等教育實驗室（AMES）的領導工作，並積極參與本科及研究生的教學。她的研究專注於高等教育中的自我調節學習、促進自我調節學習的教學實踐，以及真實評估系統的發展。她曾主導和參與多個由ANID和機構資助的項目，其工作已在高影響力的索引期刊上發表，突顯了她在從實證和應用的角度加強大學教學方面的貢獻。她的工作以科學證據與教學創新相結合而著稱，為教育實踐的轉型做出了貢獻。