Psychological Well-Being and Academic Achievement among School-Aged Children: a Systematic Review

Amholt, Thea Toft; Dammeyer, Jesper; Carter, Rhonwyn; Niclasen, Janni

doi:10.1007/s12187-020-09725-9

Cited by 48 publications

(43 citation statements)

References 42 publications

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“…Yet, additional factors mediate this relationship, making the association between SES and WB a complex one. Studies have yielded ambiguous results regarding the correlation between WB and academic achievement (Amholt et al, 2020). This relationship may also be mediated by other factors such as SES (Bücker et al, 2018).…”

Section: Discussionmentioning

confidence: 99%

Socioeconomic status and wellbeing as predictors of students’ academic achievement: evidence from a developing country

Erdem

Kaya

2021

J. Psychol. Couns. Sch.

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The COVID-19 pandemic has deepened the effects of socioeconomic status (SES) and wellbeing (WB) on students’ academic achievement, particularly in developing countries; thus, it becomes necessary to understand the nature of these concurrent relationships. This study aimed to explore the relationships between SES, WB and academic achievement, based on the data from the Programme for International Student Assessment (PISA) in 2018 within the Turkish context. In this cross-sectional study, we used hierarchical multiple linear regression analysis to explore how the independent variables predicted academic achievement in blocks based on data from 6890 students attending 186 schools. The study revealed that the model, including the independent variables, predicted students’ achievement in reading, mathematics and science; however, the prediction level of demographic factors and domains of WB were very low, while SES had the highest prediction level. The results offer insights into the predictors of academic achievement and educational inequalities in the context of a developing country.

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Section: Discussionmentioning

confidence: 99%

Socioeconomic status and wellbeing as predictors of students’ academic achievement: evidence from a developing country

Erdem

Kaya

2021

J. Psychol. Couns. Sch.

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“…43). Well-being is a key factor to address health concerns of school students, as well-being is associated with a wide range of positive outcomes related to health and academia (Amholt et al, 2020). In particular, well-being is associated with educational attainment, academic success (Suldo et al, 2011;Simovska et al, 2016), low levels of burnout and depressive symptoms (Upadyaya and Salmela-Aro, 2013), decreased test anxiety (Steinmayr et al, 2016), and a minimized risk of psychopathology (Pynoos et al, 1999).…”

Section: Introductionmentioning

confidence: 99%

“…Research on school students’ well-being has gained increasing attention over the last decade as a response to the drastic increase in mental health problems, referred to as the “millennial morbidity,” among school students from developed countries ( Palfrey et al, 2005 ; Suhrcke et al, 2008 ; p. 43). Well-being is a key factor to address health concerns of school students, as well-being is associated with a wide range of positive outcomes related to health and academia ( Amholt et al, 2020 ). In particular, well-being is associated with educational attainment, academic success ( Suldo et al, 2011 ; Simovska et al, 2016 ), low levels of burnout and depressive symptoms ( Upadyaya and Salmela-Aro, 2013 ), decreased test anxiety ( Steinmayr et al, 2016 ), and a minimized risk of psychopathology ( Pynoos et al, 1999 ).…”

Section: Introductionmentioning

confidence: 99%

Support From Parents, Peers, and Teachers Is Differently Associated With Middle School Students’ Well-Being

2021

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Parents, peers, and teachers provide a powerful context for school students’ well-being. However, a detailed and systematic analysis of how parental, peer, and teacher support relate to students’ well-being, measured by the dimensions self-worth, psychological and physical well-being, is still missing. To address this research gap, the following study investigates 733 adolescent German students from grades 7 and 8 (Mage = 13.97, SD = 0.41, 52% girls) with respect to their perceived supportive relationships at home and within the school context. The study considers gender, socioeconomic status, and school form as potential confounders. The results of the structural equation model, analyzed with the statistical software R, indicate that perceived teacher support was positively related to students’ self-worth and physical well-being, while peer support was related to psychological well-being. Students who perceived their parents as supportive reported higher well-being with respect to all three dimensions investigated.

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“…Although it has been difficult to establish a clear relation between student well-being and academic achievement, student well-being is often considered a prerequisite for academic achievement (e.g. Lei et al, 2018;Amholt et al, 2020), and many countries monitor school children's well-being (e.g. Roberts et al, 2009).…”

Section: Attention To Children's Experiencesmentioning

confidence: 99%

children’s experiences of online philosophical dialogues

Muckadell

Jensen²,

Schou-Juul³

2021

childphilo

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Researchers are increasingly interested in the impact of philosophical dialogues with children. Studies have shown that this approach helps realise dialogic ideals in learning environments and that Philosophy with Children significantly impacts children’s cognitive and social skills. However, other aspects of this approach have attracted less attention – for example, given the focus on children’s thinking, voices and perspectives in Philosophy with Children, surprisingly few studies have examined how children experience philosophical dialogues. The aim of this study was to help fill this research gap by describing how children perceived a week of online philosophical dialogues. We conducted 58 dialogues in emergency teaching during the COVID-19 lockdown in Denmark and asked the children questions about their experiences of the dialogues – for instance, about their overall impressions, their perceptions of meaning and the facilitators, and their sense of community. We found that the children generally enjoyed the dialogues and understood their rationale even though the rationale had not been explicitly discussed with them. We also found that the children’s opinions were diverse and complex, that some of their descriptions were surprising and that their experiences, in general, matched influential descriptions of dialogic teaching ideals. Our findings confirm that it is important to examine children’s perspectives; therefore, we emphasise the need for further attention to the experiences of children participating in philosophical dialogues.

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Psychological Well-Being and Academic Achievement among School-Aged Children: a Systematic Review

Cited by 48 publications

References 42 publications

Socioeconomic status and wellbeing as predictors of students’ academic achievement: evidence from a developing country

Socioeconomic status and wellbeing as predictors of students’ academic achievement: evidence from a developing country

Support From Parents, Peers, and Teachers Is Differently Associated With Middle School Students’ Well-Being

children’s experiences of online philosophical dialogues

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