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

Putwain, DW, Loderer, K, Gallard, DC and Beaumont, J (2019) School-related subjective well-being promotes subsequent adaptability, achievement, and positive behavioural conduct. British Journal of Educational Psychology. ISSN 2044-8279

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Abstract

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.

Item Type: Article
Additional Information: This is the peer reviewed version of the following article: Putwain, D. W., Loderer, K. , Gallard, D. and Beaumont, J. (2019), School‐related subjective well‐being promotes subsequent adaptability, achievement, and positive behavioural conduct. Br J Educ Psychol, which has been published in final form at http://dx.doi.org/10.1111/bjep.12266. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions.
Uncontrolled Keywords: 1303 Specialist Studies in Education, 1701 Psychology
Subjects: B Philosophy. Psychology. Religion > BF Psychology
L Education > L Education (General)
Divisions: School of Education
Publisher: Wiley
Related URLs:
Date Deposited: 25 Mar 2019 15:13
Last Modified: 26 Mar 2019 22:41
DOI or Identification number: 10.1111/bjep.12266
URI: http://researchonline.ljmu.ac.uk/id/eprint/10403

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