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šolsko polje, letnik xxviii, številka 5–6
findings suggest reciprocal causality, as fifth grade academic achievement
predicted sixth grade wellbeing, and children who scored higher in well-
being at the beginning of the sixth grade earned higher final grades when
controlling for cognitive abilities. Furthermore, students with higher
wellbeing were more likely to improve their grades.
Due to the multidimensional nature of wellbeing, the researchers
focused on one dimension or on one indicator and its relationship with
academic achievement. For instance, perceived academic competence
has been proven to be a significant predictor of life satisfaction (Chang,
McBride-Chang, Stewart, & Au, 2003; Huebner, Gilman, & Laughlin,
1999). It is even a stronger predictor of life satisfaction compared to posi-
tive affect, negative affect (Long & Huebner, 2014) and subjective wellbe-
ing (frequently referred also as happiness). The majority of studies report
positive, though modest, life satisfaction and academic achievement cor-
relations (Ng, Huebner, & Hills, 2015). Even more specifically academic
achievement was found to be the most notable determinant of life satis-
faction in the school domain (Suldo, Frank, Chappel, Albers, & Bateman,
2014). In a comparative study of 30 nations Kirkcaldy, Furnham, and
Siefen (2004) tested the relationship between the results of the PISA
study and subjective wellbeing/happiness). They found that subjective
wellbeing/happiness significantly and positively correlates with mathe-
matical literacy (r = 0.59), reading literacy (r = 0.63), and science literacy
(r = 0.57). They also established that negative affect (anxiety, depression,
sadness) is negatively related to all literacies, respectively (r = –.44; r =
–.52; r = –.43). However, studies in particular nations fail to achieve such
strong correlations (Suldo et al., 2006). Students with higher scores on
subjective wellbeing also tend to have more parent support and peer sup-
port for learning and better teacher–student relationships than students
with low subjective wellbeing – regardless of psychopathological status
(Antaramian et al., 2010). As already mentioned above, the negative emo-
tionality is associated with lower academic achievement. For instance, nu-
merous studies have showed the negative associations between anxiety
and academic achievement (Duchesne & Ratalle, 2010; Mazzone, Ducci,
Scoto, Passaniti, D’Arrigo & Vitiello, 2007). Garvik, Idsoe and Bru (2014)
discovered that symptoms of depression are a risk factor of school disen-
gagement and intention to skip school, but as the associations are weak,
the authors presume the most depressed students keep their school en-
gagement. Students who have decreased emotional engagement tend to be
more depressed than their peers with higher emotional engagement. It is
very likely that depression keeps one from being connected in school (Li
& Lerner, 2011).
188
findings suggest reciprocal causality, as fifth grade academic achievement
predicted sixth grade wellbeing, and children who scored higher in well-
being at the beginning of the sixth grade earned higher final grades when
controlling for cognitive abilities. Furthermore, students with higher
wellbeing were more likely to improve their grades.
Due to the multidimensional nature of wellbeing, the researchers
focused on one dimension or on one indicator and its relationship with
academic achievement. For instance, perceived academic competence
has been proven to be a significant predictor of life satisfaction (Chang,
McBride-Chang, Stewart, & Au, 2003; Huebner, Gilman, & Laughlin,
1999). It is even a stronger predictor of life satisfaction compared to posi-
tive affect, negative affect (Long & Huebner, 2014) and subjective wellbe-
ing (frequently referred also as happiness). The majority of studies report
positive, though modest, life satisfaction and academic achievement cor-
relations (Ng, Huebner, & Hills, 2015). Even more specifically academic
achievement was found to be the most notable determinant of life satis-
faction in the school domain (Suldo, Frank, Chappel, Albers, & Bateman,
2014). In a comparative study of 30 nations Kirkcaldy, Furnham, and
Siefen (2004) tested the relationship between the results of the PISA
study and subjective wellbeing/happiness). They found that subjective
wellbeing/happiness significantly and positively correlates with mathe-
matical literacy (r = 0.59), reading literacy (r = 0.63), and science literacy
(r = 0.57). They also established that negative affect (anxiety, depression,
sadness) is negatively related to all literacies, respectively (r = –.44; r =
–.52; r = –.43). However, studies in particular nations fail to achieve such
strong correlations (Suldo et al., 2006). Students with higher scores on
subjective wellbeing also tend to have more parent support and peer sup-
port for learning and better teacher–student relationships than students
with low subjective wellbeing – regardless of psychopathological status
(Antaramian et al., 2010). As already mentioned above, the negative emo-
tionality is associated with lower academic achievement. For instance, nu-
merous studies have showed the negative associations between anxiety
and academic achievement (Duchesne & Ratalle, 2010; Mazzone, Ducci,
Scoto, Passaniti, D’Arrigo & Vitiello, 2007). Garvik, Idsoe and Bru (2014)
discovered that symptoms of depression are a risk factor of school disen-
gagement and intention to skip school, but as the associations are weak,
the authors presume the most depressed students keep their school en-
gagement. Students who have decreased emotional engagement tend to be
more depressed than their peers with higher emotional engagement. It is
very likely that depression keeps one from being connected in school (Li
& Lerner, 2011).
188
