Abstract
Recent research in the educational context has focused not only on academic achievement but also on subjective well-being (SWB) as both play a major role in students’ lives. Whereas the determinants of academic achievement have been extensively investigated, little research has been conducted on school-related determinants of SWB in comparison with other students’ characteristics. In the present cross-sectional study, we set out to investigate whether perceived school climate predicts school grades and SWB above and beyond other variables that are important for SWB and academic achievement. A sample of 767 8th and 9th grade students (n = 361 female adolescents; age: M = 14.07 years, SD = 0.92) completed measures of SWB, perceived school climate, test anxiety, self-efficacy, and interest. Grade point average (GPA) indicated students’ academic achievement. Data were analyzed with latent structural equation models in which GPA and SWB were regressed on the school climate variables and students’ characteristics. Results indicated that a positive school climate as well as self-efficacy and the worry component of test anxiety predicted SWB and/or GPA after all other variables were controlled for. Directions for future research and the importance of school climate variables on adolescents’ SWB and academic achievement are discussed.
Highlights
Positive psychology seeks to shed light on the conditions and processes that contribute to the optimal functioning of human-beings and organizations (Gable and Haidt, 2005)
Most correlations were comparable to those found in the literature beside the following correlations: interest did not correlate with mood and emotionality did not correlate with grade point average (GPA)
We set up two models in which either subjective well-being (SWB) or academic achievement was regressed on school climate modeled as depicted in Figure 1 [Model 1: SWB and Model 2: GPA]
Summary
Positive psychology seeks to shed light on the conditions and processes that contribute to the optimal functioning of human-beings and organizations (Gable and Haidt, 2005). Researchers as well as practitioners have long acknowledged that both subjective well-being (SWB) and academic achievement are favorable outcomes for students. Concerning the determinants of these outcomes, mostly student characteristics (i.e., individual determinants) have been investigated so far. Creating a school climate that enables learning and well-being has been considered important for healthy academic and personal development (e.g., Cohen, 2006). Little to nothing is known about whether school-related determinants (e.g., school climate) contribute to the prediction of SWB and academic achievement beyond and independently from student characteristics. The aim of the present study is to investigate whether school climate predicts SWB and academic achievement both (a) when important student characteristics that are known to be important for SWB and academic achievement are controlled for and (b) when they are not
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