Differences in students’ scholastic well‐being induced by familial and scholastic context
Bibliographic Data
| ID | 9614964 |
|---|---|
| Authors | Ramona Obermeier (0000-0001-7495-2360, Johannes Kepler University Linz Austria, corresponding author), Juliane Schlesier (0000-0002-1873-2520, Department of Educational Sciences Primary Education (Chair) Faculty of Arts and Humanity University of Greifswald Germany), Michaela Gläser‐zikuda (0000-0002-3071-2995, Friedrich‐Alexander‐University Erlangen‐Nuremberg Germany) |
| Year | 2022 |
| Volume | 92 |
| Issue | 3 |
| Pages | 994-1010 |
| Publication date | 2022-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Educational Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0007-0998 • E-ISSN: 2044-8279 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/bjep.12484 |
| PMID | 34957540 |
| OpenAlex | W4200553268 |
| Language | EN |
| Citations received | 5 |
| References cited | 41 |
BACKGROUND: Since scholastic well-being is connected with intrinsic motivation, positive emotions and effective learning, it is highly relevant for educational research. It is influenced by a variety of individual and contextual determinants and differs for several groups of students with respect to their environmental conditions. AIMS: Up to now, there has been neither approach in answering questions about group-differences between students with high or low levels of scholastic well-being nor in defining variables that are most different for these groups. The current study addresses this research gap by investigating differences in familial and scholastic aspects in two distinct groups of students (extreme high or low level of scholastic well-being). SAMPLE AND METHOD: Self-report questionnaires from N = 852 fifth graders were evaluated using the multivariate analysis of variance (MANOVA) and a discriminant analysis. RESULTS: Results of the discriminant analysis show that attainment of academic educational track, good classroom-management, positive social climate in class and high clarity of instruction, as well as low parental pressure on performance are characteristics that classify students with an extreme high level of scholastic well-being. Therefore, those variables can be used to divide students into disjoint groups without having any information about their actual scholastic well-being. CONCLUSION: Firstly, it can be deduced from the findings that measures within the schools to promote scholastic well-being should start with the improvement of instructional quality and social climate. Second, reduction of parental pressure on performance as well as the implementation of successful cooperation between families and schools is vital
Academic achievement · CLARITY · Class (philosophy) · Context (archaeology) · Developmental psychology · Mathematics education · Multivariate analysis of variance · Statistics · Well-being · Education, Achievement, and Giftedness · Parental Involvement in Education · Psychology · Resilience and Mental Health · Social Psychology
Individual and Contextual Determinants of Primary and Early Secondary School Students’ School Well-being
Trajectories of scholastic well-being
Construction and Initial Validation of the DECCS Questionnaire to Assess How Students Deal with Emotionally Challenging Classroom Situations (Grades 4–7)
Exploring and explaining changes in secondary students’ well-being at school
Sozio-emotionale Schulerfahrungen von Schüler
Mädchen und Jungen in Schule und Unterricht
The Development and Validation of the Comprehensive Inventory of Thriving ( CIT ) and the Brief Inventory of Thriving ( BIT )
School Climate
Relationships among school climate, school safety, and student achievement and well‐being
The role of parent expectations on adolescent educational aspirations
The Protective Functions of Relationships, Social Support and Self-Esteem in the Life Satisfaction of Children of Migrant Workers in Shanghai, China
Emotion regulation in primary school children
Family, School, and Community Correlates of Children’s Subjective Well-being
Student‐Perceived Mothers’ and Fathers’ Beliefs, Mathematics and English Motivations, and Career Choices
Charting the Eccles' expectancy-value model from mothers' beliefs in childhood to youths' activities in adolescence
Academic Attitudes and Achievement in Students of Urban Public Single-Sex and Mixed-Sex High Schools
Predictors of Emotional Well-being and Academic Motivation in Junior Schoolchildren
Swiss adolescents’ well-being in school
School-related subjective well-being promotes subsequent adaptability, achievement, and positive behavioural conduct
Emotion regulation and well-being in primary classrooms situated in low-socioeconomic communities
Advances in subjective well-being research
Social Relationships and Children's Subjective Well-Being
Student Perception As Moderator For Student Wellbeing
| Unique citing works | 5 |
|---|---|
| Citations per year | 1,25 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 5 |