A longitudinal analysis of reciprocal relations between students' well-being and academic achievement

Kleinkorres, Ruben; Stang, Justine; McElvany, Nele

doi:10.25656/01:20975

Cited by 14 publications

(12 citation statements)

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“…On average, satisfaction with school remained stable. In contrast to this finding, Kleinkorres et al (2020) found for a similar age group in Germany that average school satisfaction decreased from Grade 7 to 9. In a cross-sectional study focusing on 11-, 13-, and 15-yearold students in Slovakia, Norway, and Finland, Samdal et al (1998) showed that older students were less satisfied with school compared to younger ones.…”

Section: Students' Subjective Well-being and Its Developmentcontrasting

confidence: 83%

Beneficial and negative factors for the development of students’ well-being in educational context

Stang-Rabrig

Schwerter

Witmer³

et al. 2022

Curr Psychol

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Students’ school-related well-being (SWB) is of vital importance. Nevertheless, it is unclear how SWB develops in late adolescence, especially among students in high-achieving environments and which factors are associated with it. Based on a longitudinal dataset (T1: Grade 11, T2: Grade 12), we analyzed how SWB (school satisfaction, academic self-concept, stress experience, exam anxiety, peer satisfaction) develops and whether psychological needs (autonomy, competence, relatedness) and achievement pressure from teachers and parents were related to the development. 1,286 students from high-achieving high schools (46.7% female, MageT1 = 16.40) answered sociodemographic questions and questions about key variables. From T1 to T2, particularly students’ stress experience and peer satisfaction declined. Need fulfilment and perceived achievement pressure was related to changes. Implications for research and practice are discussed.

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Section: Students' Subjective Well-being and Its Developmentcontrasting

confidence: 83%

Beneficial and negative factors for the development of students’ well-being in educational context

Stang-Rabrig

Schwerter

Witmer³

et al. 2022

Curr Psychol

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“…Так удовлетворенность школой и аффект по отношению к школе отражают традиционную трехкомпонентную модель субъективного благополучия [Bradburn, 1969;Andrews, Withey, 1976;Diener, 1984], однако включают в себя школьный контекст [Tian, Wang, Huebner, 2015]. Удовлетворенность школой во многих исследованиях показывает позитивную связь с академическими достижениями [Verkuyten, Thisj, 2002;Huebner, Gilman, 2006;Lv et al, 2016;Kleinkorres, Stang, McElvany, 2020], и отрицательную связь с проблемным поведением [Haranin, Huebner, Suldo, 2007;Zullig et al, 2001].…”

Section: литературный обзорunclassified

Мониторинг Субъективного Благополучия В Школе: Оценка В Рамках Современной Теории Тестирования

Kanonire¹,

Irina²,

Куликова³

2022

MONITORING OF PUBLIC OPINION

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Тема субъективного благополучия находится в фокусе внимания исследователей и практиков, однако наблюдается нехватка инструментов оценивания субъективного благополучия с подтвержденной валидностью и надежностью, которые позволяли бы проводить мониторинговые исследования для детей школьного возраста. Цель работы — представить новый опросник субъективного благополучия в школе и его психометрические характеристики. В частности, авторы делают акцент на сопоставимости результатов детей разного возраста и пола. Опросник основан на оригинальной теоретической рамке субъективного благополучия в школе, ранее получившей эмпирическое подтверждение. Для обоснования психометрического качества используется методология IRT (современная теория тестирования). В выборку исследования вошли учащиеся третьих (N = 842), четвертых (N = 838) и пятых (N = 5735) классов крупных городов центральной части России. В выборках соблюдалось гендерное равновесие. Были проанализированы надежность и размерность шкал, согласие данных с моделями, трудность утверждений, проведен анализ сопоставимости результатов тестирования (DIF). Результаты показали, что предложенный опросник субъективного благополучия в школе обладает хорошими психометрическими характеристиками и может быть использован для проведения сравнительных исследований в третьем, четвертом и пятом классах. В дискуссии обсуждаются возможности применения опросника для проведения срезовых и лонгитюдных исследований. Благодарность. Статья подготовлена в рамках гранта, предоставленного Министерством науки и высшего образования Российской Федерации (№ соглашения о предоставлении гранта 075-15-2022-325 от 25.04.2022).

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“…A three-wave longitudinal study suggested that academic achievement positively predicted subsequent SWB in school, but not the other way around (Yang et al, 2018). Another three-wave longitudinal study showed that the reciprocal relations between SWB and academic achievement varied depending on the facet of well-being (i.e., physical, cognitive, emotional; Kleinkorres et al, 2020). The method of analysis in the four above-mentioned longitudinal studies has been the CLPM, which does not separate within-person from between-person variance, making it unclear whether the paths resulting from these models demonstrate the within-person effects or differences between people (Hamaker et al., 2015).…”

Section: Student Well-being (Swb)mentioning

confidence: 99%

On the Relationship Between Student Well-Being and Academic Achievement

Morinaj

Hascher

2022

Zeitschrift für Psychologie

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Abstract. Student well-being is considered as both an enabling condition for positive learning outcomes and an essential educational outcome itself. Previous studies have investigated the relationship between student well-being and academic achievement cross-sectionally, leaving unclear the direction of causality. Employing 3 waves of data spaced 1 year apart, this longitudinal study used a random intercept cross-lagged panel model (RI-CLPM) to account for between-person effects and segregate within-person effects between positive and negative dimensions of student well-being and academic achievement. Participants were 404 secondary school students in Switzerland in grades 7–9. The RI-CLPMs suggested that over 1-year time intervals students’ academic achievement may positively influence positive dimensions of student well-being (i.e., positive attitudes toward school, enjoyment in school, positive academic self-concept) within secondary school students. Negative dimensions of student well-being (i.e., worries in school, physical complaints, and social problems) were not associated with academic achievement.

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A longitudinal analysis of reciprocal relations between students' well-being and academic achievement

Cited by 14 publications

References 0 publications

Beneficial and negative factors for the development of students’ well-being in educational context

Beneficial and negative factors for the development of students’ well-being in educational context

Мониторинг Субъективного Благополучия В Школе: Оценка В Рамках Современной Теории Тестирования

On the Relationship Between Student Well-Being and Academic Achievement

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