On the Relationship Between Student Well-Being and Academic Achievement

Morinaj, Julia; Hascher, Tina

doi:10.1027/2151-2604/a000499

Cited by 18 publications

(4 citation statements)

References 74 publications

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“…It is not just about actual accomplishments, but also the desire and persistence to pursue something. Academic achievement also positively influenced the students' wellbeing (Morinaj & Hascher, 2022). Those who always achieved their academic goals were reported as higher well-being individuals and most likely to have engagement in class.…”

Section: The Perma Modelmentioning

confidence: 98%

Implementation of PERMA Model into Teaching and Learning of Generation Z

Md Khalid,

Senom,

Muhamad

et al. 2023

IJLTER

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Teenagers and young adults (Gen Z) experience high rates of depression and anxiety, and one of the contributing factors is related to academic stress. Gen Z has unique characteristics, and technology has a powerful influence on the learning of Gen Z. Notwithstanding, evidence-based learning remains limited pertaining to the use of technology to alleviate the academic stress for Gen Z learning. Hence, to address this issue, this study integrates a well-being model, the Positive, Engagement Relationships, Meaning and Achievement (PERMA) Model into a technology-based teaching and learning approach, by introducing the Happy Capsule as a kit to promote learning engagement. Happy Capsule is a combination of five digital tools which are Padlet, Kahoot!, Wiki, e-portfolio, and an online learning style test. Employing the Participatory Action Research, this paper explores the experiences of 50 first-year university students’ in learning with Happy Capsule for over 14 weeks. Thematic analysis was used and four main themes emerged, namely self-management, engagement in learning, emotional aspects, and soft skills. The findings emphasize that digital learning has become a necessity to fulfil students’ learning needs, especially in the higher education setting. The study found that the implementation of positive emotion, engagement, relationship, meaning, and achievement elements in teaching and learning helps educators in designing more effective learning and assessment strategies to meet the current demands as well as to cater to students’ needs, styles, and preferences. In addition, it also increases motivation, enthusiasm, and builds good communication skills among students. Future research may focus on conducting more Action Research to improve practice by integrating various digital tools in teaching and learning in diverse contexts.

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Section: The Perma Modelmentioning

confidence: 98%

Implementation of PERMA Model into Teaching and Learning of Generation Z

Md Khalid,

Senom,

Muhamad

et al. 2023

IJLTER

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“…Figure 1 illustrates the authors' understanding of positive pedagogy, which serves as a fundamental concept throughout the entirety of the paper. • Teacher pedagogy (methods, approaches, assessment techniques, learning theories and learning styles, interaction, and others) that is used for effective delivery of subject matter, which contributes to better academic achievement and ultimately improved wellbeing (Morinaj & Hascher, 2022).…”

Section: Positive Pedagogy: Current Status and Scopementioning

confidence: 99%

Development of wellbeing among school learners through positive pedagogy

Pant,

Rastogi

2024

Intnl. J. Wellbeing

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Keeping in view the growing psychological concerns among young children, the educational community is now recognizing the value of positive psychology in helping children learn, capitalize on their strengths, increase resilience, and prepare them for life. Positive education, as an applied area of positive psychology, tries to achieve these goals while providing a joint venture for collaboration among the various stakeholders in school education. The present paper is analytical in nature and focuses on the concept of positive pedagogy and its delineation in the existing literature. It also introduces the idea of integrating two well-known models (the PERMA model of wellbeing and the 5E model of experiential learning) with Brookfield's reflective practice model in order to impart wellbeing-rich content in the classroom. This integration aligns with the fundamentals of positive pedagogy and offers a systematic approach to integrating it into the teaching and learning process. Furthermore, the identification of distinct positive psychological interventions used by various positive education programs throughout the world has shed light on positive pedagogy. By taking into account the current status and associated challenges with the idea of positive pedagogy, several suggestions that may guide future advancements in the field of positive education and, more specifically, in positive pedagogy have been made in the article.

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“…Karena manusia bertindak sebagai suatu sistem yang terintegrasi. 46 Bahkan, dengan terlibat pada aktivitas maupun komunitas-komunitas spiritual keagamaan di lingkungan pendidikan, tidak serta-merta menghambat keberhasilan akademik. Justru menjadi faktor pendukung yang dapat meningkatkan keterlibatan dan keberhasilan dalam pendidikan.…”

Section: Spiritual Well-being Dan Performa Akademikunclassified

Spiritual Well-Being Sebagai Prediktor Performa Akademik Siswa di Masa Pandemi

Wahyu Saefudin,

Sriwiyanti,

Siti Hajar Binti Mohamad Yusoff

2021

Kariman. J. Pen. Keis

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Kondisi pandemi yang terus berubah dan sulit untuk diprediksi, mendorong Menteri Pendidikan mengeluarkan berbagai kebijakan, yang terbaru melalui Surat Keputusan Bersama bernomor 15 Tahun 2020 tentang Pedoman Penyelenggaraan Belajar Terbatas di Sekolah dan Belajar dari Rumah (BDR). Metode pembelajaran BDR masih menjadi pilihan mayoritas sekolah yaitu sejumlah 87%. Dampaknya, fungsi sekolah untuk meningkatkan intelektual, keterampilan sosial, dan kematangan emosional melalui interaksi guru-murid, mulai tereduksi. Keadaan ini juga memicu stres, kecemasan, dan depresi yang dialami oleh siswa. Di antara faktor penyebabnya adalah jangkauan internet yang buruk, boros dalam penggunaan internet, takut tertinggal pelajaran, dan kesulitan belajar secara bebas di lingkungan rumah. Oleh karena itu, penelitian ini bertujuan untuk mengkaji prediktor spiritual well-being sebagai pondasi performa akademik siswa. Performa akademik adalah keberhasilan siswa dalam mengikuti pembelajaran dan menyelesaikan jenjang pendidikan tertentu. Pendekatan yang digunakan dalam penelitian ini adalah kajian pustaka dengan data primer yang berasal dari jurnal, buku, dan perundang-undangan yang kemudian dikaji secara sistematis dan diuraikan secara deskriptif. Hasil dari penelitian ini menunjukkan bahwa spiritual well-being melalui dimensi personal, komunal, environmental, dan transendental dapat dijadikan sebagai prediktor untuk meningkatkan performa akademik siswa. Dengan demikian, pemerintah, sekolah, dan orang tua harus bersinergi dalam meningkatkan spiritual well-being siswa untuk memaksimalkan hasil belajar.

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On the Relationship Between Student Well-Being and Academic Achievement

Cited by 18 publications

References 74 publications

Implementation of PERMA Model into Teaching and Learning of Generation Z

Implementation of PERMA Model into Teaching and Learning of Generation Z

Development of wellbeing among school learners through positive pedagogy

Spiritual Well-Being Sebagai Prediktor Performa Akademik Siswa di Masa Pandemi

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