Students’ Well-Being Fluctuations during Covid-19—A Matter of Grade, State, or Trait
Bibliographic Data
| ID | 22044706 |
|---|---|
| Authors | Eva Lykkegaard (0000-0002-2266-9528, University of Southern Denmark, corresponding author), Ane Qvortrup (0000-0002-2110-0575, University of Southern Denmark), Casper B Juul (University of Southern Denmark), Casper Juul Dahl Jensen (0000-0003-4265-5112, University of Southern Denmark) |
| Year | 2023 |
| Volume | 14 |
| Issue | 1 |
| Pages | 26 |
| Publication date | 2023-12-25 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci14010026 |
| OpenAlex | W4390234835 |
| Language | EN |
| Citations received | 2 |
| References cited | 43 |
As part of the large-scale ‘COVID-19, Building Back Better’-project, longitudinal student survey data were collected (n = 774) from four subsequent survey rounds (grade 3–9) in a period with COVID-19 related school closures and re-openings in Denmark (December 2020 to June 2022). Students’ responses to questions related to three well-being dimensions: social, emotional, and academic well-being, were analyzed with factor analysis and latent state-trait analysis to investigate fluctuations in the well-being dimensions across time and the extent to which fluctuations can be attributed to the COVID-19 context (state), individual differences (trait) or simply the natural maturation of students over time (grade). All three well-being dimensions were consistently high (between 3 and 4 out of 5) during the data collection period, however, there was a decrease in emotional well-being and particularly in academic well-being during the period. We show that the size and determinant effects of the fluctuations in the differentiated well-being dimensions differ. Academic well-being generally was the most trait-like dimension, whereas social well-being was more state-like. However, a purposeful analysis of one of the youngest cohorts indicated a critical phase from grade 3–6 corresponding to the time for declines in emotional and academic well-being, where the social well-being shifted from a trait-like to state-like and academic well-being shifted from state-like to trait-like nature. With this in mind, the article discusses how schools can support students’ well-being in the post-pandemic era
Academic year · Developmental psychology · Geography · Higher education · Longitudinal study · Mathematics education · Political science · Statistics · Trait · Well-being · COVID-19 and Mental Health · Grit, Self-Efficacy, and Motivation · Mathematics · Medicine · Psychological Well-being and Life Satisfaction · Psychology · Social Psychology
Clarifying the Concept of Well-Being
Central effects of stress hormones in health and disease
A Theory of States and Traits—Revised
Longitudinal academic outcomes predicted by early adolescents’ subjective well-being, psychopathology, and mental health status yielded from a dual factor model
Multiple imputation by chained equations
Epistemological and methodological bases of naturalistic inquiry
Daily Well-Being
Neuroscience, Molecular Biology, and the Childhood Roots of Health Disparities
An attributional theory of achievement motivation and emotion.
Cutoff criteria for fit indexes in covariance structure analysis
The psychological impact of quarantine and how to reduce it
Latent Curve Models
Teaching during Covid-19
Children ‘under lockdown’
Stability and Change in Subjective, Psychological, and Social Well-Being
The Importance of Factor-Trueness and Validity, Versus Homogeneity and Orthogonality, in Test Scales1
The Application of Electronic Computers to Factor Analysis
Subjective well-being and academic achievement
The vicissitudes of mood measurement
Assessing Measurement Invariance in Cross‐National Consumer Research
Stability and Change of Well Being
| Citations per year | 2 |
|---|---|
| Citation span | 2025 - 2026 (2) |
| Highly cited | No |