Students’ Well-Being and Academic Achievement: A Meta-Analysis Study

Kaya, Metin; Erdem, Cahit

doi:10.1007/s12187-021-09821-4

Cited by 97 publications

(51 citation statements)

References 69 publications

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“…Correlation coefficients were seen as a measure of effect size to show the association between mathematics skills and reading comprehension. The effect size of each research was calculated independently since the unit of analysis was considered for each research in the meta-analysis (Kaya & Erdem, 2021). In this research, all analyses were conducted using the transformed Fisher's z values of all correlation coefficients and then all Fisher's z values were transformed back into correlation coefficients in an attempt to interpret easily (Güzeller & Çeliker, 2019;Xie et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

“…Subgroup analysis was performed to investigate whether the association between reading comprehension and mathematics skills was moderated by components of mathematics skills, domains of content standards in mathematics, age, language status, and developmental issues. The Q-between-groups test was conducted to analyze whether or not the effect size distribution differed significantly by subgroups/moderators (Kaya & Erdem, 2021). Moreover, meta-regression was conducted to evaluate the effects of multiple covariates on mean effect size (Borenstein et al, 2014;Xie et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

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Is Reading Comprehension Associated With Mathematics Skills: A Meta-Analysis Research

Akın

2022

International Online Journal of Primary Education

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The literature on the association between reading comprehension and mathematics skills is complicated and conflicting. This study seeks to illuminate the nature of the association between mathematics skills and reading comprehension by incorporating potential moderators, namely components of mathematics skills, domains of content standards in mathematics, age, language status, and developmental issues. The dataset for this study included 49 studies with 91 correlation coefficients representing 37.654 participants. The findings obtained in this study showed that reading comprehension had a significantly strong effect on students' mathematics skills. This association was moderated by components of mathematics skills, domains of content standards in mathematics, age, language status, and developmental issues. Moderation analyses revealed that problem-solving was the strongest moderator of the association between reading comprehension and mathematics skills, whereas spatial skills were the weakest moderator of this relationship. Based on domains of content standards in mathematics, geometry was the weakest moderator of the association between mathematics skills and reading comprehension. Moreover, the effects of reading comprehension on students' mathematics skills significantly differed in favor of elementary students, students with learning disabilities, and second language learners. Therefore, this research can shed light on the literature by synthesizing the effects of reading comprehension on students' mathematics skills.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Is Reading Comprehension Associated With Mathematics Skills: A Meta-Analysis Research

Akın

2022

International Online Journal of Primary Education

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“…While evidence suggests that low-achieving students do not automatically report low levels of well-being, and that high-achieving students do not necessarily experience high well-being, the overall picture is inconclusive (e.g., Bücker et al, 2018; OECD, 2017). In this sense, a recent meta-analysis discusses that relationships between adolescent well-being and academic achievement can be clearly inferred from theory while empirically determining effect sizes remain in the lower range (Kaya & Erdem, 2021). A different picture emerges, however, for the individual EPOCH dimensions.…”

Section: Adolescent School-related Well-beingmentioning

confidence: 99%

Profiles of School-Related Well-Being and Their Links to Self-Esteem and Academic Achievement

Holzer

Korlat

Buerger

et al. 2022

Zeitschrift für Psychologie

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Abstract. School represents an essential developmental context for adolescents. Accordingly, understanding well-being in school is of utmost importance. While it has long been common to measure well-being on a general level, more recent conceptualizations emphasize its multidimensionality and context-specificity. Therefore, the present study took a person-oriented approach and investigated how profiles of adolescents’ school-related well-being differ regarding two relevant goals of schooling: academic achievement and self-esteem. School-related well-being was assessed along five dimensions: engagement, perseverance, optimism, connectedness, and happiness among Austrian students ( N = 1,484). By applying latent profile analyses, we obtained four profiles that differed primarily regarding their total school-related well-being scores and the expression of connectedness. Generally, groups with a higher total score displayed higher academic achievement and self-esteem. However, there are also exceptions standing out from that pattern. Different constellations are discussed, aiming to contribute to further differentiating research on well-being in the school-context.

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“…For example, Suldo et al (2011) found that students with higher wellbeing demonstrated the highest grades and lowest rates of school absences one year later, and Howell (2009) found that students who were flourishing reported superior grades, higher self-control and lower procrastination than students who were moderately mentally healthy or languishing. Since that time there has been further evidence to support the investment in wellbeing to support academic achievement (Adler, 2017;Kaya & Erdem, 2021;Marques et al, 2011). Seligman et al (2009) also suggest that because all children and adolescents spend a large proportion of their waking hours at school, schools provide the opportunity to enhance wellbeing on a wide scale.…”

Section: Why Positive Education?mentioning

confidence: 99%

Positive Education: The Key Role of the School Counsellor

Green

Lloyd²

2021

Journal of Psychologists and Counsellors in Schools

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As the field of Positive Education gains traction globally, there is a recognised concern around sustainability. Many schools utilise external providers to engage and educate schools on ‘wellbeing science’, which in the main is comprised of research from the field of Positive Psychology. This often involves a significant financial and time investment, and while most schools have good intentions for their desired end states, often the initial motivation for change is impacted by the many competing responsibilities occurring within a school setting. Those schools that have successfully implemented strategic and sustainable approaches often continue to work with an external consultant who guides the school to successfully apply their learnings. Many schools, however, are unable to fund ongoing consultancy and are required to utilise their own internal resources. In many cases, this is the inspired and motivated educators who are keen to support the initiative, yet who are generally time-poor, often with other learning and extra-curricular responsibilities. More often than not, the school counsellor has not been consulted or included in these initiatives. We explore the potential role of the school counsellor in providing guidance on the implementation of a Positive Education approach aimed at improving mental health and wellbeing and performance.

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Students’ Well-Being and Academic Achievement: A Meta-Analysis Study

Cited by 97 publications

References 69 publications

Is Reading Comprehension Associated With Mathematics Skills: A Meta-Analysis Research

Is Reading Comprehension Associated With Mathematics Skills: A Meta-Analysis Research

Profiles of School-Related Well-Being and Their Links to Self-Esteem and Academic Achievement

Positive Education: The Key Role of the School Counsellor

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