Abstract
Background: Previous studies have shown that subjective well-being and adaptability are linked to adaptive educational outcomes, including higher achievement and lower anxiety. It is not presently clear, however, how school-related subjective well-being and adaptability are related, or predict behavioural outcomes such as student conduct. Aim: The aim of the present study was to test a bidirectional model of school-related subjective well-being and adaptability, and how they relate to achievement and behavioural conduct. Method: Data were collected from 539 Year 12 students over four waves. Achievement and behavioural conduct were measured in the first wave of data collection (T-1), school-related subjective well-being and adaptability at the second and third waves (T-2 and T-3), and achievement and behavioural conduct again in the fourth wave of data collection (T-4). Results: A structural equation model showed that T-2 school-related subjective well-being predicted higher T-3 adaptability, but not vice versa. T-3 school-related subjective well-being predicted greater T-4 achievement and positive behavioural conduct, and T-3 adaptability predicted greater T-4 positive behavioural conduct. Conclusion School-related subjective well-being promotes adaptability, achievement, and positive behavioural conduct, and adaptability is also related to positive behavioural conduct. Attempts to foster well-being and adaptability could show educational gains for students.
| Dokumententyp: | Zeitschriftenartikel |
|---|---|
| Fakultät: | Psychologie und Pädagogik > Department Psychologie |
| Themengebiete: | 100 Philosophie und Psychologie > 150 Psychologie |
| ISSN: | 0007-0998 |
| Sprache: | Englisch |
| Dokumenten ID: | 88553 |
| Datum der Veröffentlichung auf Open Access LMU: | 25. Jan. 2022, 09:27 |
| Letzte Änderungen: | 25. Jan. 2022, 09:27 |
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