Life Satisfaction and Academic Performance in Early Adolescents: Evidence for Reciprocal Association
Life Satisfaction and Academic Performance in Early Adolescents: Evidence for Reciprocal Association
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DOI：
10.1016/j.jsp.2015.09.004
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发表时间：
2015-12-01
影响因子：
5
通讯作者：
Hills, Kimberly J.
中科院分区：
文献类型：
--
作者：
Ng, Zi Jia;Huebner, Scott E.;Hills, Kimberly J.
学生的主观幸福感仍然是一个相对被忽视的话题，尽管它与积极的学校成果密切相关。由于学业成绩是衡量学生成功和学校责任的广泛标准，以学校为基础的心理健康研究和实践主要集中在学习和行为问题的评估和治疗上。这项短期的纵向研究试图建立学生的主观幸福感，特别是全球生活满意度（LS），在学业成绩的作用。基于幸福感的引擎模型（Jayawickreme，Forgeard和Seligman，2012），该研究将LS作为过程变量，将学习成绩作为结果变量，反之亦然。本研究以821名中学生为被试，采用两波（间隔5个月）的数据，考察了学习支持与学业成绩之间的相互关系，以及积极和消极的学校情感体验对这种关系的影响。结果显示，学生的LS和成绩之间的正相互因果关系，即使当人口统计学协变量，学校为基础的积极和消极的影响，和基准值的标准变量进行控制。这项研究提供了实证支持，LS不会破坏学业成绩（反之亦然），而是与更好的学校成绩协同作用。此外，学生的学习策略与学习成绩之间的关系不受消极或积极的学校情感体验的调节。这些研究结果显示，学生通识教育应在学校的议程中占据更突出的位置。(C)2015年学校心理学研究会。由爱思唯尔有限公司出版。保留所有权利。
Student subjective well-being remains a relatively neglected topic despite its intimate link to positive school outcomes. As academic achievement is a widely used yardstick of student success and school accountability, school-based mental health research and practice have focused primarily on the assessment and treatment of learning and behavioral problems. This short-term longitudinal study sought to establish the role of student subjective well-being, specifically, global life satisfaction (LS), in academic achievement. Based on the engine model of well-being (Jayawickreme, Forgeard, & Seligman, 2012), the study focused on LS as a process variable and academic performance as an outcome variable and vice versa. Using two waves (five months apart) of data, the study examined the reciprocal relations between LS and academic achievement, and how the relations may be shaped by positive and negative affective experiences in school, in a sample of 821 middle school students. Results revealed positive reciprocal causal relations between students' LS and grades, even when demographic covariates, school-based positive and negative affect, and baseline values of the criterion variables were controlled. This study provides empirical support that LS does not undermine academic achievement (or vice versa), but rather it is synergistic with better school grades. Furthermore, the relations between students' LS and grades were not moderated by negative or positive affective experiences in school. These findings suggest that student LS should occupy a more prominent niche in the school agenda. (C) 2015 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.