The influence of psychological well-being on academic success

Rüppel, F.; Liersch, Sebastian; Walter, Ulla

doi:10.1007/s10389-015-0654-y

Cited by 41 publications

(43 citation statements)

References 20 publications

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“…Although test anxiety is considered as one aspect of emotional well-being ( Rüppel et al, 2015 ), the relationship between test anxiety and students’ SWB has not been the focus of many studies yet. However, there are theoretical reasons to believe that these constructs are interrelated.…”

Section: Introductionmentioning

confidence: 99%

Subjective Well-Being, Test Anxiety, Academic Achievement: Testing for Reciprocal Effects

et al. 2016

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In the context of adolescents’ subjective well-being (SWB), research has recently focused on a number of different school variables. The direction of the relationships between adolescents’ SWB, academic achievement, and test anxiety is, however, still open although reciprocal causation has been hypothesized. The present study set out to investigate to what extent SWB, academic achievement, and test anxiety influence each other over time. A sample of N = 290 11th grade students (n = 138 female; age: M = 16.54 years, SD = 0.57) completed measures of SWB and test anxiety in the time span of 1 year. Grade point average (GPA) indicated students’ academic achievement. We analyzed the reciprocal relations using cross-lagged structural equation modeling. The model fit was satisfactory for all computed models. Results indicated that the worry component of test anxiety negatively and GPA positively predicted changes in the cognitive component of SWB (life satisfaction). Worry also negatively predicted changes in the affective component of SWB. Moreover, worry negatively predicted changes in students’ GPA. Directions for future research and the differential predictive influences of academic achievement and test anxiety on adolescents’ SWB are discussed with regard to potential underlying processes.

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Section: Introductionmentioning

confidence: 99%

Subjective Well-Being, Test Anxiety, Academic Achievement: Testing for Reciprocal Effects

et al. 2016

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“…This study is also carried out to examine the relationship between socialpsychological functioning and academic satisfaction and the result showed that both variables were moderately correlated. This study helps to add more empirical evidence regarding the inconclusive findings on the relationship between mental health and academic-related variables where contrasting results were reported (Ayyash-Abdo & Sánchez-Ruiz, 2012; Rüppel, Liersch, & Walter, 2015;Topham & Moller, 2010;). One possible reason for the result is that there is no pressure for the undergraduates to perform academically and therefore put little treat to their mental well-being state.…”

Section: Discussionmentioning

confidence: 81%

Measuring Social-Psychological Functioning Among Malaysian Pre-Service Teachers

Khairani¹,

Idris²,

Shamsuddin³

2019

APJEE

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The purpose of this study was to assess social-psychological functioning among pre-service teachers. A total of 693 pre-service teachers (male = 187, female = 506) from three public universities participated in this cross-sectional survey study. Responses from the 8-item Flourishing Scale was used to assess the status of social-psychological functioning. The results were then analysed using the IBM SPSS Statistics version 23. We reported statistically significant association between social-psychological functioning and gender (p = .000), the first year was significantly lower social-psychological functioning score than that of other groups (p = .033), while, the pure arts students demonstrated significantly higher mean score compared to other fields of study (p = .000). The analysis also showed that there was a moderate and positive relationship between socialpsychological functioning and academic achievement (r = .402, p = .000). In addition, we also provide discussions on possible reasons for these results, with focus on the challenges faced during their transitions into university life.

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“…This in turns, limits our ability to provide interventions to enhance their PWB. Improving PWB is essential since the variable has been positively associated with other important variables such as academic success (Rüppel, Liersch & Walter, 2015), self-esteem (Ameri & Bagheri, 2015), optimism (Burris, Brechting, Salsman & Carlson, 2009) and intelligence (Wigtil & Henriques, 2015). All these variables are considered important for undergraduates.…”

Section: Literature Reviewmentioning

confidence: 99%

Improving Psychological Well-being Among Undergraduates: How Creativity in Learning Can Contribute?

Khairani¹,

Shamsuddin²,

Idris³

2019

JKMJC

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Psychological well-being (PWB) is considered an important variable since it correlates with many other important variables, particularly in mental health. Nevertheless, studies on PWB among university undergraduates are limited. This in turn, limits our ability to provide interventions to increase their PWB. As such, the purpose of this study is to assess levels of psychological well-being among undergraduates and to suggest how creativity can contribute to the enhancement of PWB. We also assessed PWB of the undergraduates with regards to gender and years of study. A total of 1965 undergraduates from seven local public universities participated in this cross-sectional survey study. Responses from the Flourishing Scale was used to assess the levels of PWB as well as comparing the mean score of the undergraduates' PWB in terms of gender and years of study. Results showed that 256 undergraduates fall under the low and moderate low levels, with the majority of them are from the first year cohort. The undergraduates demonstrated the highest mean score with regards to leading purposeful and meaningful life at university but scored low in terms of engagement in their daily activities. We also reported that gender and age have significant effects on the PWB of the undergraduates. We discussed three methods, namely, open-ended projects, brainstorming sessions, and visualisation that can be incorporated into teaching and learning that can enhance creativity. Based on a review of past studies, we argue that incorporating creativity can contribute to enhancing undergraduates' PWB.

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The influence of psychological well-being on academic success

Cited by 41 publications

References 20 publications

Subjective Well-Being, Test Anxiety, Academic Achievement: Testing for Reciprocal Effects

Subjective Well-Being, Test Anxiety, Academic Achievement: Testing for Reciprocal Effects

Measuring Social-Psychological Functioning Among Malaysian Pre-Service Teachers

Improving Psychological Well-being Among Undergraduates: How Creativity in Learning Can Contribute?

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