scholarly journals Effortful Control in Primary Schoolchildren: Links with Personality, Problem Behaviour, Academic Achievement, and Subjective Well-Being

2018 ◽  
Vol 11 (4) ◽  
pp. 2-18 ◽  
Author(s):  
Olga S. Kornienko ◽  
Evgeniya N. Petrenko ◽  
Irina V. Leto ◽  
Natalija A. Fedorova ◽  
Helena R. Slobodskaya
Keyword(s):  
Academic Achievement ◽  
Effortful Control ◽  
Well Being ◽  
Subjective Well Being ◽  
Problem Behaviour ◽  
Personality Problem ◽  
Primary Schoolchildren

scholarly journals Specifics of relationship between conscious self-regulation, subjective well-being, and academic achievement of primary schoolchildren

2019 ◽  
Vol 12 (3) ◽  
pp. 164-175
Author(s):  
T.G. Fomina ◽  
V.I. Morosanova
Keyword(s):  
Academic Achievement ◽  
Life Satisfaction ◽  
Academic Performance ◽  
Self Regulation ◽  
Well Being ◽  
Reciprocal Relationship ◽  
Educational Activity ◽  
Learning Activity ◽  
Subjective Well Being ◽  
Primary Schoolchildren

The article delivers results of an empirical study aimed at revealing specific relationship between conscious self-regulation of educational activity, subjective well-being, and academic performance of the younger schoolchildren (N = 156). Diagnostics included assessment of the regulatory processes, intrapersonal-regulatory features (“Self-regulation of the Learning Activity Questionnaire”, Morosanova, 2015) and certain aspects of the students’ life satisfaction (“Multidimensional Children’s Life Satisfaction Scale”, Sytchev et al. , 2018) as well as collecting data on their academic performance. It was found that schoolchildren’ subjective well-being level has closer ties with their level of conscious self-regulation development than with academic performance indicators. The data analysis has also confirmed the reciprocal relationship between subjective well-being and academic achievement in primary schoolchildren. Structural modeling allowed for evaluating the models of cause-effect relationships between the learning activity self-regulation, school well-being, and academic performance in primary school age. It is shown that indicators of self-regulation and subjective well-being explain a greater percentage of the variance in the students’ academic achievement than self-regulation and achievement — in the variance of subjective well-being in the primary schoolchildren.

Subjective Well-Being and Student Development

2020 ◽  
Author(s):  
Weiqiao Fan
Keyword(s):  
Academic Achievement ◽  
Student Development ◽  
School Engagement ◽  
Life Quality ◽  
Well Being ◽  
Individual Development ◽  
Outcome Variable ◽  
Subjective Well Being ◽  
Academic Knowledge ◽  
Young Students

Subjective well-being (SWB) emphasizes individuals’ emotional evaluation and cognitive appraisal of life quality, taking life satisfaction (LS) (both general and specific), positive affect (PA), and negative affect (NA) into consideration. Traditionally, SWB research has been conducted on adults; that on adolescents and young students has been limited. Moreover, SWB has generally been explored as an outcome variable related to people’s learning, work, relationships, and health. However, SWB should be considered a dynamic and agentic system that may promote an individual’s self-development as well as social development. Among student populations, SWB has been proven to affect academic achievement, health, and developmental variables such as personality, life quality, school engagement, and career development. Schools and higher educational environments are not only places in which young people acquire academic knowledge and capacities; they are also places in which students connect with others, develop their personalities, experience all facets of society, and construct their life meaning, sense of self-esteem, and career identity. Furthermore, from a developmental and constructive perspective, some empirical evidence supported the idea that SWB may be a pivotal variable affecting student development. Nevertheless, whether SWB can benefit development among young students is controversial, as is whether SWB is a predictor of individual development or a developmental outcome. Therefore, in examining the research beyond the relationship between SWB and health or academic achievement, studies on the contribution of SWB to student development must be reviewed.

scholarly journals The Bidirectional Relationship Between Subjective Well-Being and Academic Achievement in Adolescence

2021 ◽  
Author(s):  
Cristian Bortes ◽  
Susanne Ragnarsson ◽  
Mattias Strandh ◽  
Solveig Petersen
Keyword(s):  
Academic Achievement ◽  
Adolescent Girls ◽  
Well Being ◽  
Reciprocal Relationship ◽  
Subjective Well Being ◽  
Academic Achievements ◽  
School Year ◽  
Bidirectional Relationship ◽  
Path Models ◽  
The Relationship

AbstractThe well-being of young people in relation to their school performance has received increased attention in recent years. However, there is a lack of knowledge about the longitudinal and reciprocal relationship between adolescents’ subjective well-being and their academic achievements. The current study examined the bidirectional relationship between subjective well-being and academic achievement across two timepoints (T1 and T2) during the course of mid to late adolescence, i.e., in school year 9 (age 15), and school years 11–12 (ages 17–18). The study also investigated variation in the association as a function of adolescent gender. Data on subjective well-being and teacher-assigned school grades of 723 adolescents (48.7% girls) residing in Sweden were analyzed by estimating a series of cross-lagged path models. The findings suggest gender differences in the relationship as no associations were found among boys. Support for a bidirectional relationship between the constructs was only found for girls. For girls, higher subjective well-being at T1 was associated with higher academic achievements at T2, while higher academic achievements at T1 was associated with lower subjective well-being at T2. These findings highlight that the subjective well-being of adolescent girls may be important for their ability to perform at school, but their academic achievements may also inflict negatively on their subjective well-being.

scholarly journals Academic Achievement Based on Students Goal Orientation and Subjective well-being and Parents Goal Orientation and Subjective well-being by Structural Equation

2016 ◽  
Vol 2 (31) ◽  
pp. 133-157
Author(s):  
Samaneh Hoseini ◽  
Jalil Fath Abadi ◽  
امید شکری ◽  
شهلا پاکدامن ◽  
◽  
...  
Keyword(s):  
Academic Achievement ◽  
Goal Orientation ◽  
Structural Equation ◽  
Well Being ◽  
Subjective Well Being
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