Relations among academic achievement, self-esteem, and subjective well-being in school among elementary school students: A longitudinal mediation model.

Yang, Qingmei; Tian, Lili; Huebner, E. Scott; Zhu, Xinxin

doi:10.1037/spq0000292

Cited by 138 publications

(102 citation statements)

References 81 publications

(100 reference statements)

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“…The results of this study showed that students' self-esteem had both direct and indirect effects (through general health) on their academic performance, with direct effects being stronger. In line with this result, numerous studies have shown that higher levels of self-esteem are associated with better academic achievements [33][34][35][36] and affect self-esteem and depression symptoms [37], indicating the mediating role of general health in this relation. Some studies have found no association between selfesteem and academic performance or have found them to be negatively correlated [38,39].…”

Section: Discussionsupporting

confidence: 57%

Psychological and Behavioral Factors Associated With Academic Performance in Overweight and Obese High School Female Students: A Structural Equation Model

Ghartappeh¹,

Arefi²,

Faramarzi

et al. 2019

Avicenna. J. Neuro. Psycho. Physio.

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Materials and Methods: This cross-sectional study was performed on 419 overweight and obese female high school students of Kermanshah in 2017 selected through two-stage cluster sampling. Data were collected using the standard questionnaires, including high school students' academic performance, Rosenberg Self-Esteem Scale, Goldberg's General Health Questionnaire, Littleton's Body Image Concern Inventory, physical activity subscale of Walker's Health-Promoting Lifestyle Profile II, and Pittsburgh Sleep Quality Index. Data analysis for structural equation modeling was performed using the IBM SPSS AMOS V. 21 software. Results: Self-esteem was found to have significant direct (β=0.412) and indirect (β=0.142) effects on academic performance, with direct effects being stronger (P<0.001). Body image, physical activity, general health, and sleep quality were found to have a significant direct effect on academic performance (P<0.05). However, these factors also had a significant indirect effect on this variable through the mediation of general health (P<0.05). Overall, these variables accounted for 35% of the variance in academic performance. Conclusion: Self-esteem, body image, physical activity, and sleep quality affect the academic performance of obese and overweight girl high school students not only directly but also indirectly through general health. The results of this study demonstrated the mediating role of mental health in predicting the academic performance of overweight and obese girl students.

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Section: Discussionsupporting

confidence: 57%

Psychological and Behavioral Factors Associated With Academic Performance in Overweight and Obese High School Female Students: A Structural Equation Model

Ghartappeh¹,

Arefi²,

Faramarzi

et al. 2019

Avicenna. J. Neuro. Psycho. Physio.

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show abstract

“…A few studies considered subjective well-being and school achievement, indicating positive associations between the two variables, mostly through cross-sectional designs [27][28][29]. Similar associations were identified also through some longitudinal studies [5,13,[30][31][32].…”

Section: School-related Well-being and Educational Outcomesmentioning

confidence: 70%

A Rasch Analysis of the School-Related Well-Being (SRW) Scale: Measuring Well-Being in the Transition from Primary to Secondary School

Raccanello

Vicentini

Trifiletti

et al. 2020

IJERPH

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Within educational systems, promoting well-being is an essential objective along with traditional aims focused on students’ learning. However, scarce attention has been devoted to school-related well-being in the transition from primary to lower secondary school, also for the paucity of brief instruments deputed to measure it. We assessed well-being at school for fourth-graders and seventh-graders, by adapting and validating the Italian version of the School-Related Well-Being (SRW) scale, using in sequence exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and Rasch analysis. Through the Rasch analysis, we transformed the SRW scale into an instrument that respects the properties of the fundamental measurement. We measured well-being and achievement emotions at time 1 and grades at time 2. The SRW scale correlated with another measure of well-being and with students’ achievement emotions. Grade-level differences emerged, with a decrease of well-being that attested a maladaptive trend at increasing age; moreover, females reported higher well-being than males. Well-being at school was positively linked to achievement. Beyond its methodological relevance, this study highlights the need for developing interventions to support students in the transition from primary to lower secondary school, which is such a pivotal time in their learning path.

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“…Our finding is consistent with previous study findings that (a) self‐esteem has a long‐term effect on itself (Marshall et al., 2014), (b) family support also positively affects family support over subsequent years (Duineveld et al., 2017), and (c) life satisfaction at wave two shows the same result, predicting positive life satisfaction over two subsequent waves (cf. Yang et al., 2019).…”

Section: Summary and Discussionmentioning

confidence: 99%

“…Orth, Robins, and Widaman (2012) found in their 12‐year study of 1,824 individuals via cross‐lagged regression analyses that self‐esteem was the cause, rather than the consequence, of life outcomes such as relationship satisfaction and that this finding was consistent through four generations. Meanwhile, Yang, Tian, and Huebner (2019) reported a mediational role of self‐esteem in the relationship between academic achievement and subjective well‐being in school among Chinese students.…”

Section: Literature Reviewmentioning

confidence: 99%

Longitudinal reciprocal relationships between self‐esteem, family support, and life satisfaction in Korean multicultural adolescents

Kim

Nho

2020

Asian Soc Wrk & Pol Rev

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In Korea, a multicultural family is a family with various cultural backgrounds (Lee & Jang, 2016), and this usually means a family in which a Korean citizen is married to a spouse with a foreign nationality (Multicultural Families Support Act, 2018). This term, however, also includes foreign migrant workers and their families, adolescents who came to Korea with family-based immigrant visas, and North Korean defectors. Since the mid-1990s, Korean society has seen a gradual increase in multicultural families. According to the Korean Ministry of Education (Korean Educational Statistics Service, 2019), there were 137,225 multicultural adolescents, which is a 12.3% increase compared to 122,212 in 2012. This made up 2.5% of all students in the Korean education system (Korean Educational Statistics Service, 2019). The group most representative of a multicultural family is that of a South Asian woman married to a Korean man. As of June 2019, 82.9% of multicultural families consisted of Korean men married to foreign wives, whereas 17.1% of multicultural families were Korean women married to foreign husbands (Ministry of Justice Korea Immigration Service, 2019). While the low birth rate has resulted in a gradual decrease in the total number of school-aged Korean children, multicultural children now make up a larger percentage of the Korean school system. Thus, multicultural adolescents have recently drawn more attention from governments,

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Relations among academic achievement, self-esteem, and subjective well-being in school among elementary school students: A longitudinal mediation model.

Cited by 138 publications

References 81 publications

Psychological and Behavioral Factors Associated With Academic Performance in Overweight and Obese High School Female Students: A Structural Equation Model

Psychological and Behavioral Factors Associated With Academic Performance in Overweight and Obese High School Female Students: A Structural Equation Model

A Rasch Analysis of the School-Related Well-Being (SRW) Scale: Measuring Well-Being in the Transition from Primary to Secondary School

Longitudinal reciprocal relationships between self‐esteem, family support, and life satisfaction in Korean multicultural adolescents

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