Page 187 - Šolsko polje, XXVIII, 2017, no. 5-6: Znanje, motivacija in pogoji učenja v luči mednarodnih primerjav TIMSS in PISA, ur. Barbara Japelj Pavešić in Klaudija Šterman Ivančič
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Relationship between academic achievement
as measured in the PISA study and wellbeing
indicators: preliminary findings
Ana Kozina and Mojca Štraus
What is wellbeing?
Wellbeing is a complex, multidimensional construct that cannot be
properly measured by a sole indicator in a single domain (Borgonovi, &
Pal, 2016; Camfield, Streuli, & Woodhead, 2009). There is a substantial
amount of literature defining the wellbeing of children and adolescents in
the educational context from the perspective of mental health (Thomas,
Graham, Powell, & Fitzgerald, 2016), more specifically focusing on the
absence of negative emotionality. However, the field of positive psycholo-
gy stresses the importance of positive characteristics and emotional states
in the development of one’s wellbeing (Lerner, 2007). The multi-dimen-
sionality of the construct and differences in theoretical focus behind it has
given rise to several models that overlap to some extent. Due to the use of
PISA data in the study, we will refer to the theoretical background as pro-
posed by OECD (2017) and link it to some of the relevant models in the
literature.
OECD (2017) defines student’s wellbeing as psychological, cogni-
tive, social and physical functioning and capabilities that students need
to live a happy and fulfilling life. The domains are interrelated and are at
the same time considered both as an outcome and as an enabling condi-
tion. Similarly, Konu et al. (2002) proposed a four-dimensional model of
school wellbeing based on the Allardt’s sociological conception of well-
being: school conditions, social relationships, means for self-fulfilment,
and health status. There is an overlap with OECD (2017) in three di-
mensions: psychological (self-fulfilment), social (social relationships) and
physical (health). Additional school dimension conditions comprise of
185
as measured in the PISA study and wellbeing
indicators: preliminary findings
Ana Kozina and Mojca Štraus
What is wellbeing?
Wellbeing is a complex, multidimensional construct that cannot be
properly measured by a sole indicator in a single domain (Borgonovi, &
Pal, 2016; Camfield, Streuli, & Woodhead, 2009). There is a substantial
amount of literature defining the wellbeing of children and adolescents in
the educational context from the perspective of mental health (Thomas,
Graham, Powell, & Fitzgerald, 2016), more specifically focusing on the
absence of negative emotionality. However, the field of positive psycholo-
gy stresses the importance of positive characteristics and emotional states
in the development of one’s wellbeing (Lerner, 2007). The multi-dimen-
sionality of the construct and differences in theoretical focus behind it has
given rise to several models that overlap to some extent. Due to the use of
PISA data in the study, we will refer to the theoretical background as pro-
posed by OECD (2017) and link it to some of the relevant models in the
literature.
OECD (2017) defines student’s wellbeing as psychological, cogni-
tive, social and physical functioning and capabilities that students need
to live a happy and fulfilling life. The domains are interrelated and are at
the same time considered both as an outcome and as an enabling condi-
tion. Similarly, Konu et al. (2002) proposed a four-dimensional model of
school wellbeing based on the Allardt’s sociological conception of well-
being: school conditions, social relationships, means for self-fulfilment,
and health status. There is an overlap with OECD (2017) in three di-
mensions: psychological (self-fulfilment), social (social relationships) and
physical (health). Additional school dimension conditions comprise of
185
