Page 189 - 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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kozina, m. štraus ■ relationship between academic achievement and wellbeing ...
The relationships are understood as central to wellbeing (Suldo, Riley,
& Shaffer, 2006) and have most consensuses among different models. In
their study, Konu and her colleagues (2002) established that teachers and
students perceive wellbeing as a multidimensional concept, with the main
aspect of relationships (especially student–teacher relationship). The rela-
tionships are included also in Konu’s model (social relationships), RICH
model (intimacy), EPOCH model (connection), PYD model (connect-
edness, caring) and Shonert-Reichl dimensions (connectedness and af-
ter school activities). The social factors in Konu’s definition includes also
school climate, group dynamics, bullying, cooperation with homes and
management styles in addition to relationships. Shonert–Reichl puts
the school climate, school belonging, bullying together with academic
self-concept and future goal in the dimension school experiences.
The cognitive dimension refers to the cognitive foundations students
need to participate in society as lifelong learners, effective workers and en-
gaged citizens (OECD, 2017). The cognitive dimension can be found also
in Shonert-Reichl dimensions (academic skills and achievement) and in
the PYD perspective (competence) but not in others.
The physical dimension of student’s wellbeing refers to the students’
health and adoption of a healthy life style. Konu (Konu et al., 2002) also
refers to health status (students’ report of their symptoms and illnesses)
as an important indicator of wellbeing. Health is an indicator also in the
RICH model where it refers to an individual’s awareness of health pro-
moting practices (Kehle & Bray, 2004).
How are wellbeing dimensions and indicators related
to academic achievement?
Academic achievement as well as achievement in literacy domains and
wellbeing form reciprocal relationship. Academic achievement is one of
the sources of wellbeing (the cognitive part) and at the same time greater
wellbeing influences and fosters academic achievement (all dimensions are
interrelated). Research findings show that students with the presence of
positive wellbeing and the absence of psychopathological symptoms have
the most advantageous academic achievement; they display increased par-
ticipation within and outside the classroom, have a greater belongingness
to school and are more invested in school. Vulnerable students (those with
low subjective wellbeing and high psychopathological symptoms) have
lower self-esteem, decreased motivation for learning, less engagement in
school and lower academic achievement (Antaramian, Huebner, Hills, &
Valois, 2010). In a longitudinal study, Quinn and Duckworth (2007) ex-
amined the relation between academic achievement and wellbeing. Their
187
The relationships are understood as central to wellbeing (Suldo, Riley,
& Shaffer, 2006) and have most consensuses among different models. In
their study, Konu and her colleagues (2002) established that teachers and
students perceive wellbeing as a multidimensional concept, with the main
aspect of relationships (especially student–teacher relationship). The rela-
tionships are included also in Konu’s model (social relationships), RICH
model (intimacy), EPOCH model (connection), PYD model (connect-
edness, caring) and Shonert-Reichl dimensions (connectedness and af-
ter school activities). The social factors in Konu’s definition includes also
school climate, group dynamics, bullying, cooperation with homes and
management styles in addition to relationships. Shonert–Reichl puts
the school climate, school belonging, bullying together with academic
self-concept and future goal in the dimension school experiences.
The cognitive dimension refers to the cognitive foundations students
need to participate in society as lifelong learners, effective workers and en-
gaged citizens (OECD, 2017). The cognitive dimension can be found also
in Shonert-Reichl dimensions (academic skills and achievement) and in
the PYD perspective (competence) but not in others.
The physical dimension of student’s wellbeing refers to the students’
health and adoption of a healthy life style. Konu (Konu et al., 2002) also
refers to health status (students’ report of their symptoms and illnesses)
as an important indicator of wellbeing. Health is an indicator also in the
RICH model where it refers to an individual’s awareness of health pro-
moting practices (Kehle & Bray, 2004).
How are wellbeing dimensions and indicators related
to academic achievement?
Academic achievement as well as achievement in literacy domains and
wellbeing form reciprocal relationship. Academic achievement is one of
the sources of wellbeing (the cognitive part) and at the same time greater
wellbeing influences and fosters academic achievement (all dimensions are
interrelated). Research findings show that students with the presence of
positive wellbeing and the absence of psychopathological symptoms have
the most advantageous academic achievement; they display increased par-
ticipation within and outside the classroom, have a greater belongingness
to school and are more invested in school. Vulnerable students (those with
low subjective wellbeing and high psychopathological symptoms) have
lower self-esteem, decreased motivation for learning, less engagement in
school and lower academic achievement (Antaramian, Huebner, Hills, &
Valois, 2010). In a longitudinal study, Quinn and Duckworth (2007) ex-
amined the relation between academic achievement and wellbeing. Their
187
