11
views
0
recommends
+1 Recommend
0 collections
    0
    shares
      • Record: found
      • Abstract: found
      • Article: found
      Is Open Access

      School-Related and Individual Predictors of Subjective Well-Being and Academic Achievement

      research-article

      Read this article at

      Bookmark
          There is no author summary for this article yet. Authors can add summaries to their articles on ScienceOpen to make them more accessible to a non-specialist audience.

          Abstract

          Recent research in the educational context has focused not only on academic achievement but also on subjective well-being (SWB) as both play a major role in students’ lives. Whereas the determinants of academic achievement have been extensively investigated, little research has been conducted on school-related determinants of SWB in comparison with other students’ characteristics. In the present cross-sectional study, we set out to investigate whether perceived school climate predicts school grades and SWB above and beyond other variables that are important for SWB and academic achievement. A sample of 767 8th and 9th grade students ( n = 361 female adolescents; age: M = 14.07 years, SD = 0.92) completed measures of SWB, perceived school climate, test anxiety, self-efficacy, and interest. Grade point average (GPA) indicated students’ academic achievement. Data were analyzed with latent structural equation models in which GPA and SWB were regressed on the school climate variables and students’ characteristics. Results indicated that a positive school climate as well as self-efficacy and the worry component of test anxiety predicted SWB and/or GPA after all other variables were controlled for. Directions for future research and the importance of school climate variables on adolescents’ SWB and academic achievement are discussed.

          Related collections

          Most cited references79

          • Record: found
          • Abstract: not found
          • Article: not found

          Academic Emotions in Students' Self-Regulated Learning and Achievement: A Program of Qualitative and Quantitative Research

            Bookmark
            • Record: found
            • Abstract: found
            • Article: not found

            Self-Efficacy: An Essential Motive to Learn.

            During the past two decades, self-efficacy has emerged as a highly effective predictor of students' motivation and learning. As a performance-based measure of perceived capability, self-efficacy differs conceptually and psychometrically from related motivational constructs, such as outcome expectations, self-concept, or locus of control. Researchers have succeeded in verifying its discriminant validity as well as convergent validity in predicting common motivational outcomes, such as students' activity choices, effort, persistence, and emotional reactions. Self-efficacy beliefs have been found to be sensitive to subtle changes in students' performance context, to interact with self-regulated learning processes, and to mediate students' academic achievement. Copyright 2000 Academic Press.
              Bookmark
              • Record: found
              • Abstract: not found
              • Article: not found

              A Review of School Climate Research

                Bookmark

                Author and article information

                Contributors
                Journal
                Front Psychol
                Front Psychol
                Front. Psychol.
                Frontiers in Psychology
                Frontiers Media S.A.
                1664-1078
                21 December 2018
                2018
                : 9
                : 2631
                Affiliations
                Department of Psychology, Technical University Dortmund , Dortmund, Germany
                Author notes

                Edited by: Jesus de la Fuente, University of Navarra, Spain

                Reviewed by: Mercedes Inda-Caro, Universidad de Oviedo, Spain; Amir H. Pakpour, Qazvin University of Medical Sciences, Iran

                *Correspondence: Ricarda Steinmayr, ricarda.steinmayr@ 123456tu-dortmund.de

                This article was submitted to Educational Psychology, a section of the journal Frontiers in Psychology

                Article
                10.3389/fpsyg.2018.02631
                6308923
                30622497
                f2d07fe2-7ad4-4134-9ed8-1b0acd404cec
                Copyright © 2018 Steinmayr, Heyder, Naumburg, Michels and Wirthwein.

                This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

                History
                : 05 February 2018
                : 06 December 2018
                Page count
                Figures: 2, Tables: 3, Equations: 0, References: 109, Pages: 16, Words: 0
                Categories
                Psychology
                Original Research

                Clinical Psychology & Psychiatry
                subjective well-being (swb),academic achievement,school climate,self-efficacy,interest,test anxiety

                Comments

                Comment on this article