School‐related subjective well‐being promotes subsequent adaptability, achievement, and positive behavioural conduct

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 behavi...

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Published in:British journal of educational psychology 2020-03, Vol.90 (1), p.92-108
Main Authors: Putwain, David W., Loderer, Kristina, Gallard, Diahann, Beaumont, Joanna
Format: Article
Language:English
Subjects:
Academic Achievement
Achievement
Achievement Gains
Adaptability
Adjustment (to Environment)
Behavior
behavioural conduct
Bidirectionality
Data collection
Educational Objectives
Educational psychology
Grade 12
Outcomes of Education
Predictor Variables
school‐related wellbeing
Secondary School Students
Self Control
Student Behavior
Well Being
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Summary: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 (T1), school‐related subjective well‐being and adaptability at the second and third waves (T2 and T3), and achievement and behavioural conduct again in the fourth wave of data collection (T4). Results A structural equation model showed that T2 school‐related subjective well‐being predicted higher T3 adaptability, but not vice versa. T3 school‐related subjective well‐being predicted greater T4 achievement and positive behavioural conduct, and T3 adaptability predicted greater T4 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.
ISSN:0007-0998
2044-8279
DOI:10.1111/bjep.12266