Who feels good in school? Exploring profiles of scholastic well-being in secondary-school students and the effect on achievement

Obermeier R, Hagenauer G, Gläser-Zikuda M (2021)

Publication Language: English

Publication Status: In review

Publication Type: Journal article

Future Publication Type: Journal article

Publication year: 2021

Journal

International Journal of Educational Research Pergamon Press Ltd.

DOI: 10.1016/j.ijedro.2021.100061

Abstract

Scholastic well-being is a multidimensional construct whose expression is determined by the cognitive evaluation of experiences, and the phenomena of the affective, physical and social expressions which accompany it. Fostering the well-being of students can be regarded as central aim of education itself; however, it also fulfills important functions, for example for students’ achievement. Based on the assumption that the different dimensions of scholastic well-being have differential effects on the global construct, the study aims at the identification of latent profiles in a sample of N = 1309 fifth-graders in German secondary schools by means of latent profile analysis. After exploration of the relative distribution of certain groups of students (e.g., girls and boys) in the respective profiles, a MANOVA was carried out to compare the performance of the students belonging to different profiles. Seven profiles were identified. Although the majority of the students could be assigned to profiles characterized by generally quite high or moderate values of all dimensions, there were also smaller subgroups affected by physical complaints, worries, and social problems or poor academic selfconcept. In the profile, that was characterized by high physical complaints and worries students were comparatively often found in in medium educational track and co-educational schools. Boys and students with migration background were also more frequently represented in this profile. Results of the MANOVA show significant differences in educational outcomes between the profiles. Hence, the study provides support that students differ significantly in their scholastic well-being profiles and thus, differentiated intervention approaches should be applied in order to foster students’ well-being in an adaptive and effective way.

Authors with CRIS profile

Michaela Gläser-Zikuda Lehrstuhl für Schulpädagogik mit dem Schwerpunkt empirische Unterrichtsforschung

Related research project(s)

Evaluation von Eltern- und Lehrertrainingsmaßnahmen im Rahmen von Schulentwicklung Jan. 1, 2017 - Dec. 31, 2019

Involved external institutions

Johannes Kepler Universität (JKU) Linz AT Austria (AT) Universität Salzburg (Paris Lodron Universität Salzburg) AT Austria (AT)

How to cite

APA:

Obermeier, R., Hagenauer, G., & Gläser-Zikuda, M. (2021). Who feels good in school? Exploring profiles of scholastic well-being in secondary-school students and the effect on achievement. International Journal of Educational Research. https://dx.doi.org/10.1016/j.ijedro.2021.100061

MLA:

Obermeier, Ramona, Gerda Hagenauer, and Michaela Gläser-Zikuda. "Who feels good in school? Exploring profiles of scholastic well-being in secondary-school students and the effect on achievement." International Journal of Educational Research (2021).

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