Development of scholastic well-being in the course of the 5th grade in secondary education

Obermeier, Ramona; Gläser‐Zikuda, Michaela

doi:10.1016/j.ijer.2022.101978

Cited by 3 publications

(3 citation statements)

References 42 publications

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“…Children’s subjective perception of school functioning and well-being depends on two main factors: cognitive, including a self-concept of academic achievement and positive attitudes towards school, worries about school, and affective factors that focus on enjoyment in school ( Obermeier & Zikuda, 2022 ). Being with overweight and obesity correlate with more severe difficulties in academic performance, and children with weight problems showed lower scores on math exercises than normal-weight children.…”

Section: Discussionmentioning

confidence: 99%

“…These domains include physical, emotional, and social well-being, alongside self-perception and school functioning/well-being. The latter considers the individual evaluations of cognitive and affective experiences in school or linked to school ( Raven-Sieberer et al, 2007 ; Obermeier & Glaser-Zikuda, 2022 ). Studies using the HRQoL in pediatric populations are very recent, and the evidence remains unclear.…”

Section: Introductionmentioning

confidence: 99%

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Health-Related Quality of Life in Children with Overweight and Obesity: An Explorative Study Focused on School Functioning and Well-being

Buratta,

Delvecchio,

Capurso

et al. 2023

Continuity in Education

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Overweight and obesity in childhood has reached epidemic levels, and their roles in physical and psychological health are now recognized. Recently, researchers have focused on the impact of these weight problems in health-related quality of life (HRQoL) domains, which are less investigated in children. This exploratory study examined the differences in HRQoL domains between a clinical group who were overweight/obesity treatment-seeking (n = 58) and a normal-weight group (n = 44) in a sample of 102 children, with a specific focus on school functioning and well-being. The second aim explored the link between our findings and other HRQoL dimensions. After controlling for sex and age, a multivariate analysis of variance showed lower levels in school functioning and well-being dimensions between overweight/obesity than normal-weight (F = 4.72; p < 0.05). Correlation analyses highlighted positive links between lower school functioning and well-being and lower levels of self-esteem (r = 0.308; p < 0.01) and social domains in terms of friendships (r = 0.522 ; p < 0.001) and family relationships (r = 0.561; p < 0.001) in children who were with overweight and obesity. This study discusses the implications of these findings in educational research and practices.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Health-Related Quality of Life in Children with Overweight and Obesity: An Explorative Study Focused on School Functioning and Well-being

Buratta,

Delvecchio,

Capurso

et al. 2023

Continuity in Education

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show abstract

“…Prior findings on trajectories of scholastic well-being and achievement emotions show a relatively constant decrease as a child moves through the school system (Hascher & Hagenauer, 2011a , 2011b , 2020 ). Research in the German-speaking context implies that this negative trend starts in primary school (Wustmann et al, 2016 ) and continues throughout a student's school career (Eder, 2007 ; Hascher & Hagenauer, 2011a ; Obermeier & Gläser-Zikuda, 2022 ). Nevertheless, there is a positive trend in scholastic well-being shortly after the transition to secondary school, where positive transition expectancies and positive emotions are well-known, especially for students entering middle or higher educational tracks (Hagenauer et al, 2014 ; van Ophuysen, 2008 , 2009 ).…”

Section: Current Research Findings On Scholastic Well-being Achieveme...mentioning

confidence: 99%

Trajectories of scholastic well-being: The effect of achievement emotions and instructional quality in the first year of secondary school (fifth grade)

Obermeier¹,

Schlesier

Meyer

et al. 2022

Soc Psychol Educ

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Due to their connections with positive educational outcomes, the maintenance of good health and scholastic well-being are highly relevant topics. However, to date, no studies have investigated developmental changes in scholastic well-being in the light of achievement emotions and instructional quality—although these predictors offer good approaches for intervention. A sample of N = 667 (age: M = 10.16; SD = 0.46; 81.7% female) students was questioned three times over one year, from the beginning of their fifth grade into sixth grade, using reliable questionnaires. The results of multilevel linear growth curve modelling calculations show that a decrease in scholastic well-being during the fifth grade was induced by changes in the predictors (achievement emotions and instructional quality). Since the highest effects are evident regarding achievement emotions, support programs should focus on facilitating these aspects in secondary school children.

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The mediating role of social relationships between perceived classroom management and adolescents' attitudes toward school: a multilevel analysis

Obermeier,

Schlesier,

Heinrichs

2024

Eur J Psychol Educ

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Social relationships in the school context – particularly teacher-student relationships and peer relationships – are related to students’ positive attitudes toward school, and consequently are of great importance regarding various aspects of learning and instruction. This can be concluded from studies that examine the influence of social integration on motivation, learning emotions, and positive attitudes toward school as an institution. Additionally, social relationships are closely related to the teacher’s style of instruction and student perceptions of the learning environment provided. However, there is little research so far, on the extent to which positive social relationships mediate correlations between aspects of teaching quality i.e., classroom management, and students’ positive attitudes toward school. Both classroom management and school-related social relationships are constructs that are assumed to be perceived similarly by students within one school, who experience similar conditions in regard to the intensity and frequency of common lessons. However, there are few research findings regarding shared assessments of classroom management and it’s correlations with teacher-student relationships by students within one school or class, and to date no results regarding the shared assessments of peer relationships. Therefore, the current study aimed to examine the correlations between students’ individual and aggregated assessments of social relationships in school and classroom management, with their positive attitudes toward school. The sample consisted of N = 453 polytechnic school students in Upper Austria, from which a weighted dataset was derived. The findings from multilevel mediation analyses support the assumption of the mediating role of both teacher-student relationships and peer relationships regarding the correlation between classroom management and students’ positive attitudes toward school. However, significant correlations were found only at the individual student level.

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Development of scholastic well-being in the course of the 5th grade in secondary education

Cited by 3 publications

References 42 publications

Health-Related Quality of Life in Children with Overweight and Obesity: An Explorative Study Focused on School Functioning and Well-being

Health-Related Quality of Life in Children with Overweight and Obesity: An Explorative Study Focused on School Functioning and Well-being

Trajectories of scholastic well-being: The effect of achievement emotions and instructional quality in the first year of secondary school (fifth grade)

The mediating role of social relationships between perceived classroom management and adolescents' attitudes toward school: a multilevel analysis

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