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

Abstract

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.

Construction and Initial Validation of the DECCS Questionnaire to Assess How Students Deal with Emotionally Challenging Classroom Situations (Grades 4–7)

“…Concerning the examination of the construct validity, the correlations reveal expected results on school well-being ( Hypothesis 4 ). High values of school well-being are significantly associated with higher values of grit, problem solving, and teacher’s praise (Grigoryeva & Shamionov, 2014; Obermeier et al, 2021; 2022; Tian et al, 2015). In contrast, unfavorable appraisals in a learning or performance situation and rebelliousness are significantly negatively related to the students’ school well-being.…”

“…Regarding desired teacher behavior, we anticipate – on the basis of the results of our preliminary qualitative study (Schlesier, 2020) – that we can identify controlling, praising and supporting behavior ( Hypothesis 3 ). When examining the construct validity of the DECCS, we assume that school well-being is positively related to adaptive student behavior and high values of teacher support; conversely, well-being is presumably negatively related to maladaptive student behavior (Grigoryeva & Shamionov, 2014; Obermeier et al, 2021; 2022; Tian et al, 2015) ( Hypothesis 4 ). Furthermore, we assume that lower grades (whether earned in a student’s favorite or least favorite subject) are associated with more unfavorable appraisals (overstress, low academic self-concept, low perceived competence) and more maladaptive student behavior (e.g., Weber & Petermann, 2016) (Hypothesis 5).…”

“…On the one hand, transition effects such as experiencing intensively positive emotions have been described at the very beginning of secondary school (Meyer & Schlesier, 2021; Pekrun et al, 2007). On the other hand, there seem to be many unfavorable developments regarding emotions and emotion regulation during the first years after school transition (Ahmed et al, 2013; Bieg et al, 2019; Meyer & Schlesier, 2021; Obermeier et al, 2021; 2022; Raccanello et al, 2013; Schumacher & Denner, 2017; Vierhaus et al, 2016).…”

“…Positive emotions decrease in the course of 5 th grade, while negative emotions increase (Meyer & Schlesier, 2021; Vierhaus et al, 2016). The increase in negative emotions such as anxiety over the course of the first year in secondary school then leads to children feeling less well in school (Obermeier et al, 2022). Furthermore, while adaptive emotion regulation strategies increase during the elementary school years, they decrease significantly between grades 4 and 7 (Vierhaus et al, 2016).…”

“…In studies investigating the transition from elementary school, either elementary or secondary school students are usually examined (e.g., Lichtenfeld et al, 2012; Obermeier et al, 2022), as it is logistically difficult to implement data collection at both types of schools at the same time. However, for a comprehensive overview, it is particularly important to examine both the end of elementary school (in Germany: mostly 4 th grade, in other countries often 5 th or 6 th grade), and the beginning of secondary school (in Germany: mostly 5 th grade, in other countries: 6 th or 7 th grade).…”