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Putwain, DW, Loderer, K, Gallard, D 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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School-related Wellbeing Promotes Adaptability, Achievement and Behavioural Conduct A Longitudinal Examination.pdf - Accepted Version Download (713kB) | Preview |
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 |
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| 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: | Education |
| Publisher: | Wiley |
| Related URLs: | |
| Date Deposited: | 25 Mar 2019 15:13 |
| Last Modified: | 11 Aug 2023 08:05 |
| DOI or ID number: | 10.1111/bjep.12266 |
| URI: | https://researchonline.ljmu.ac.uk/id/eprint/10403 |
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