1. 24.10.2015 Freedom and Care. Empirical and theoretical aspects of children‘s well-being Prof. Dr. Sabine Andresen ISCI Conference 2011, York

2. 124.10.2015 Freedom and Care: Topics 1.Introduction 2.World Vision Surveys: Methods 3.Findings from the qualitative Part of Children in Germany 2010 4.Findings from the quantitative Part of Children in Germany 2010

3. 224.10.2015 Freedom and Care: Introduction Form the children’s view their well-being is structured by a substantial balance: the balance between care and freedom. Central concepts: freedom and care, autonomy and bonding, self-determination and a structured environment

4. 324.10.2015 World Vision Surveys: Methods Children in Germany Children in Germany 2007 Quantitative, standardized survey of almost 1,600 children aged 8-11 years; Qualitative interviews with selected 6- to 11-year-old children;

5. 424.10.2015 World Vision Surveys: Methods Children in Germany Children in Germany 2010 Quantitative, standardized survey of almost 2,500 children aged 6-11 years; Qualitative interviews with selected 6- to 11-year-old children;

6. 524.10.2015 World Vision Surveys: Methods Personal oral interviews by trained interviewers at the children’s home Parents questionnaire tapping the family background and socio economic status

7. 624.10.2015 World Vision Surveys: Methods Qalitative Interviews: -Time strips -Fantasy questions -Poor/rich pictures -Poor/rich continuum -Drawing on well-being

8. 724.10.2015 World Vision Surveys: Methods

9. 824.10.2015 Findings from the qualitative Part 2010 - Children place great value on self-determined time - Media consumption in the available time represents a critical topic for children and their parents - Differ greatly in the number of contact persons they report: all children report more contacts with adults - Those who "give the orders" are almost exclusively adults - Children define poor and rich at the extreme poles, conceiving both primarily in terms of material need

10. 924.10.2015 Findings form the quantitative Part 2010 Well-being and self-efficacy: What children feel confident about Respect for what they think The subtle distinctions: Not all children are held in the same esteem What all children need for a "good life"

11. 1024.10.2015 Well-being and self-efficacy 46. I am now going to read some more sentences, and I want you to tell me whether they apply to you. Please use the following list for your replies. Not at all / Not much / Sometimes yes, sometimes no / Quite a lot / Completely I can quickly make new friends. I have a lot of people who give me help. When other children are playing, they always let me join in. I think my life is going to be really great.

12. 1124.10.2015 Well-being and self-efficacy If I try hard enough, I can always solve difficult problems. I can stand up for myself if somebody annoys me or treats me unfairly. I think that there are a lot of things I can do well. I have the courage to say what I think, even when everybody else thinks something different. I can usually handle whatever comes my way.

13. 1224.10.2015 Well-being and self-efficacy 11% girls and 12% of boys very high self-efficacy 23% girls and 23% boys high 37% girls and 36% boys medium 17% girls and 16% boys not much 12% girls and 13% boys not at all

14. 1324.10.2015 Not all children are held in the same esteem The importance of their own opinion for mothers, fathers, friends, and class teachers 34% of the children consider that comparatively little value is placed on their opinion 40% form the average with a moderate appraisal 26% of the children experience a high appraisal of their own opinion

15. 1424.10.2015 What all children need for a "good life" Self-efficacy, that is the development of self-esteem, self-confidence, and both personal and social competence, is a key factor that opens up the way for children to develop a "good life.“ The best predictor of the development of self-efficacy in children aged 6– 11 years is their perceived appraisal of their own opinion. Further factors that promote self-efficacy are a large circle of friends and varied leisure-time activities. In contrast, our analysis shows that precarious life situations in the form of poverty or a lack of parental care are the main framing conditions that hinder the development of self-efficacy. Poverty does not just exclude. It also prevents children from developing self-esteem and competence.

16. 1524.10.2015 Thank you for your attention Prof. Dr. Sabine Andresen Goethe University Frankfurt S.Andresen@em.uni-frankfurt.de