On the Relationship Between Student Well-Being and Academic Achievement

Morinaj, Iuliia; Hascher, Tina (2022). On the Relationship Between Student Well-Being and Academic Achievement. Zeitschrift für Psychologie / Journal of psychology, 230(3), pp. 201-214. Hogrefe 10.1027/2151-2604/a000499

Full text not available from this repository.

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.

Item Type:	Journal Article (Original Article)
Division/Institute:	07 Faculty of Human Sciences > Institute of Education 07 Faculty of Human Sciences > Institute of Education > School and Teaching Research
UniBE Contributor:	Mori, Julia, Hascher, Tina
Subjects:	300 Social sciences, sociology & anthropology > 370 Education
ISSN:	0044-3409
Publisher:	Hogrefe
Language:	English
Submitter:	Michèle Karin Affentranger
Date Deposited:	27 Feb 2023 09:16
Last Modified:	21 Aug 2024 09:45
Publisher DOI:	10.1027/2151-2604/a000499
URI:	https://boris.unibe.ch/id/eprint/179197