The Relationship between Students’ Self-esteem, Schoolwork Difficulties and Subjective School Well-being in Finnish Upper-secondary Education

Holopainen, Leena; Waltzer, Katariina; Hoang, Nhi; Lappalainen, Kristiina

doi:10.1016/j.ijer.2020.101688

Cited by 13 publications

(10 citation statements)

References 73 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Self-esteem was positively associated with SWL. The studies by Holopainen et al [ 55 ] and Rey et al [ 58 ] support this result.…”

Section: Discussionmentioning

confidence: 70%

“…As for self-esteem, Liu and Fu [ 49 ], Pérez-Fuentes et al [ 50 ], and Wang and Wu [ 51 ] showed that self-esteem correlated with SWL of university students. Self-esteem has been shown to predict SWL [ 52 , 53 , 54 , 55 , 56 , 57 , 58 , 59 ]. Moreover, Guasp et al [ 60 ] used regression models to find that self-esteem and EI were significant predictors of SWL.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Emotional Intelligence, Resilience, and Self-Esteem as Predictors of Satisfaction with Life in University Students

Vilca-Pareja

Somocurcio

Delgado-Morales

et al. 2022

IJERPH

View full text Add to dashboard Cite

The present study examined if Emotional Intelligence (EI), resilience, and self-esteem predicted life satisfaction in university students. We computed correlations between the study variables, then, we compared the differences between men and women. Finally, a simultaneous multiple regression was performed. The sample was composed of 2574 university students (715 were men and 1859 were women), whose age ranged from 18 to 30 years with a mean (M) of 20.83 and a standard deviation (SD) of 2.45. The instruments used were the Wong and Law Emotional Intelligence Scale (WLEIS), the Wagnild and Young Resilience Scale (ER-25), the Rosenberg Self-Esteem Scale (RSES), and the Diener Satisfaction with Life Scale (SWLS). The results indicated that EI, self-esteem, and resilience correlated significantly and directly with satisfaction with life. Regarding sex differences, it was found that men had greater resilience, appraisal and recognition of emotion in others, and self-regulation of emotion. Women had greater appraisal and expression of emotion in self and self-esteem. The results showed that self-esteem, self-regulation of emotion, the use of emotion to facilitate performance, and acceptance of self and life as resilience factors predicted satisfaction with life. accounting for 48% of the variance. The variable that best predicted satisfaction with life was self-esteem.

show abstract

“…Self-esteem was positively associated with SWL. The studies by Holopainen et al [ 55 ] and Rey et al [ 58 ] support this result.…”

Section: Discussionmentioning

confidence: 70%

Section: Introductionmentioning

confidence: 99%

Emotional Intelligence, Resilience, and Self-Esteem as Predictors of Satisfaction with Life in University Students

Vilca-Pareja

Somocurcio

Delgado-Morales

et al. 2022

IJERPH

View full text Add to dashboard Cite

show abstract

“…Mathematics performance was found to be adversely associated with levels of anxiety or negative emotional responses among primary school students [ 19 ]. However, in middle schools, difficulties and stressors students may encounter in learning academic lessons (such as difficulties/stressors in taking notes and understanding teachers’ instructions) could contribute to lowered self-esteem [ 20 ] and increased suicidal ideation or attempts [ 21 ]. Innovative integration of different courses instead of the traditional approach of teaching biology, chemistry, and physics separately, could improve students’ self-concept [ 22 ].…”

Section: Resultsmentioning

confidence: 99%

School educational models and child mental health among K-12 students: a scoping review

Jiang

et al. 2022

Child Adolesc Psychiatry Ment Health

View full text Add to dashboard Cite

Background The promotion of mental health among children and adolescents is a public health imperative worldwide, and schools have been proposed as the primary and targeted settings for mental health promotion for students in grades K-12. This review sought to provide a comprehensive understanding of key factors involved in models of school education contributing to student mental health development, interrelationships among these factors and the cross-cultural differences across nations and societies. Methods This scoping review followed the framework of Arksey and O’Malley and holistically reviewed the current evidence on the potential impacts of school-related factors or school-based interventions on student mental health in recent 5 years based on the PubMed, Web of Science, Embase and PsycExtra databases. Results/findings After screening 558 full-texts, this review contained a total of 197 original articles on school education and student mental health. Based on the five key factors (including curriculum, homework and tests, physical activities, interpersonal relationships and after-school activities) identified in student mental development according to thematic analyses, a multi-component school educational model integrating academic, social and physical factors was proposed so as to conceptualize the five school-based dimensions for K-12 students to promote student mental health development. Conclusions The lessons learned from previous studies indicate that developing multi-component school strategies to promote student mental health remains a major challenge. This review may help establish appropriate school educational models and call for a greater emphasis on advancement of student mental health in the K-12 school context among different nations or societies.

show abstract

“…Still, at the end of the year, the increase of anxiety and the decrease of wellbeing were indicated both in boys and girls. Holopainen et al [ 35 ] draw our attention to the fact that those students who experienced learning difficulties had a lower level of subjective wellbeing.…”

Section: Introductionmentioning

confidence: 99%

The Role of Junior Adolescents’ School Well-Being/Ill-Being Characteristics in School Anxiety Variations

Shamionov

Grigoryeva

Sozonnik

et al. 2021

EJIHPE

View full text Add to dashboard Cite

Difficulties that junior adolescents (aged 11–13 years old) experience in terms of academic adaptation, which are indicated through school anxiety and academic wellbeing characteristics, often lead to a dramatic decrease in academic performance, behavioral problems, and deterioration of their health. The purpose of this investigation is to determine the structure of characteristics of school wellbeing/ill-being of junior adolescents and their role in variations of school anxiety, which largely define academic adaptation. In this study, based on positive psychology and a systematic approach, the level of distinctiveness of characteristics of school wellbeing is carried out with the help of comparative analysis; the factor structure of these characteristics is identified; the characteristics of wellbeing and their coordinated combinations (factors) are determined as predictors of school anxiety. The sample consisted of 120 students of the 5th–7th grades, aged M = 11.5; SD = 1.04 (49.2% girls, 50.8% boys) who attended Saratov secondary schools. To study the level of school anxiety, we used the Philips’ School Anxiety Scale (SAS), and indicators of school wellbeing were measured with the original scales developed by the authors of the study. Statistical processing of the results was carried out with regression analysis and factor analysis. The results showed that the school wellbeing of junior adolescents forms a complex structure that includes cognitive, personal, emotional, social, and psychophysiological characteristics of school life. It was found that from 16% up to 53% of the deviation of variables characterizing school anxiety is conditioned by the assessment of variables characterizing emotional states, the ability of self-regulation, cognitive capabilities, and interest in learning. The study determined a high level of tension in adolescents in the field of emotions’ self-regulation, unpleasant physical sensations at school, before and after attending school, in the course of planning their school day and reflecting on educational activities. The most powerful factors of school anxiety in junior adolescents are physical distress, low ability to self-regulate and social adaptation, lack of independence in a learning activity, and personal immaturity.

show abstract

The Relationship between Students’ Self-esteem, Schoolwork Difficulties and Subjective School Well-being in Finnish Upper-secondary Education

Cited by 13 publications

References 73 publications

Emotional Intelligence, Resilience, and Self-Esteem as Predictors of Satisfaction with Life in University Students

Emotional Intelligence, Resilience, and Self-Esteem as Predictors of Satisfaction with Life in University Students

School educational models and child mental health among K-12 students: a scoping review

The Role of Junior Adolescents’ School Well-Being/Ill-Being Characteristics in School Anxiety Variations

Contact Info

Product

Resources

About