The Effects of Parental Conflicts and Divorce on the Well-Being of Pupils in Dutch Secondary Education

1999 ◽  
Vol 15 (2) ◽  
pp. 195-212 ◽  
Author(s):  
J. Dronkers
Keyword(s):  
Secondary Education ◽  
Well Being ◽  
Parental Conflicts

scholarly journals Early Antecedents of School Burnout in Upper Secondary Education: A Five-year Longitudinal Study

2020 ◽  
Author(s):  
Milja Parviainen ◽  
Kaisa Aunola ◽  
Minna Torppa ◽  
Marja-Kristiina Lerkkanen ◽  
Anna-Maija Poikkeus ◽  
...  
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Primary School ◽  
Well Being ◽  
Warning Signs ◽  
Lower Secondary School ◽  
Education Students ◽  
Upper Secondary Education ◽  
Upper Secondary ◽  
School Burnout

Abstract School burnout symptoms are prevalent among upper secondary education students, but thus far, very little is known about the background of these symptoms. The present study examined the extent to which school burnout symptoms (i.e., exhaustion and cynicism) among upper secondary education students have their roots in primary and lower secondary school and whether early antecedents of school burnout symptoms could be identified. The sample consisted of 1544 Finnish students followed up four times (Time1–Time 4) from the end of primary school (T1; mean age 12.74 and range 11.71–14.20) to the first year of upper secondary education (T4; mean age 16.66 and range 15.55–18.39). The results of latent growth curve modeling showed that school burnout symptoms in upper secondary education were predicted by the level of school burnout symptoms at the end of primary school and by an increase in these symptoms across the transition from primary school through lower secondary school. In addition, psychological well-being, academic skills, and gender were found to contribute to the prediction of school burnout symptoms. Overall, the present study suggest that potential warning signs of school burnout should not be ignored and attention should be directed to earlier education phases.

scholarly journals The COVID-19 pandemic, well-being, and transitions to post-secondary education

2021 ◽  
Author(s):  
Malte Sandner ◽  
Alex Patzina ◽  
Silke Anger ◽  
Sarah Bernhard ◽  
Hans Dietrich
Keyword(s):  
Mental Health ◽  
Secondary Education ◽  
Mental Health Problems ◽  
Random Effect ◽  
Well Being ◽  
Three Dimensions ◽  
Post Secondary Education ◽  
Linear Regression Models ◽  
Post Secondary ◽  
Growth Curve Models

This study examines the immediate and intermediate effects of the COVID-19 pandemic on the well-being of two high school graduation cohorts (2020 and 2021). We also investigate how changes in well-being at the transition to post-secondary education affect educational plans and outcomes. Our unique panel data contain prospective survey information on three dimensions of well-being: mental health problems, self-rated health, and life satisfaction for 3,697 students. Data is collected several months before (fall 2019), shortly before and soon after (spring 2020), and several months after (fall/winter 2020/21) the outbreak of the COVID-19 pandemic. Applying difference-in-differences designs, random effect growth curve models, and linear regression models, we find that school closures had a positive immediate effect on students’ well-being. Over the course of the pandemic, however, well-being strongly declined, mainly concentrated among the 2021 graduation cohort. Finally, we show that a strong decline in mental health is associated with changes in educational and career plans and transition outcomes. As adverse life experiences in adolescence are likely to accumulate over the life course, this study is the first to exhibit potential long-lasting negative effects of the COVID-19 pandemic on education and careers of young individuals.

scholarly journals Analysis of the Effects of two Gamified Emotional Education Software’s in Emotional and Well-being Variables in Spanish Children and Adolescents

2018 ◽  
Vol 13 (09) ◽  
pp. 148 ◽  
Author(s):  
Agnès Ros-Morente ◽  
Enric Cabello Cuenca ◽  
Gemma Filella Guiu
Keyword(s):  
Academic Achievement ◽  
Secondary Education ◽  
Experimental Design ◽  
Well Being ◽  
Control Group ◽  
Education Students ◽  
Primary And Secondary Education ◽  
Study Results ◽  
Quasi Experimental ◽  
Group A

The aim of the present research is to explore the differences among emotional and well-being variables in primary and secondary education students after undergoing the software’s Happy 8-12 and the Happy 12-16 during an academic course. Both innovative software’s are focused in the training of the basic emotional competences. The study has a pre-post quasi-experimental design with a control group. A total of 574 primary education students and 903 of secondary education participated in the study. Results show that the training of the emotional competences with novel methods, such as gamified software’s, improves the emotional competences, reduces anxiety and enhances academic achievement in a sample of Spanish students.

Trajectories of students’ well-being in secondary education in Germany and differences by social background

2019 ◽  
Vol 29 (5) ◽  
pp. 960-965 ◽  
Author(s):  
Max Herke ◽  
Katharina Rathmann ◽  
Matthias Richter
Keyword(s):  
Secondary Education ◽  
Family Structure ◽  
Low Income ◽  
Parental Education ◽  
Well Being ◽  
School Type ◽  
Subjective Well Being ◽  
Important Indicator ◽  
12Th Grade ◽  
Over Time

Abstract Background Subjective well-being (SWB) is an important indicator of quality of life, but prior research mostly analyzed adolescents’ subjective well-being in cross-sectional studies. There is a lack of studies examining changes in subjective well-being throughout adolescence using longitudinal panel data. This study examined trajectories of subjective well-being of adolescents in Germany throughout secondary education and differences by socioeconomic position, gender and family structure. Methods We use the German National Educational Panel Study and combine data from annual survey waves of two of its cohorts. These were first surveyed in 2010 and cover 5th to 10th and 9th to 12th grade level. Using growth curve modelling based on multilevel models, differences in levels and trajectories of subjective well-being overall and differentiated by school type, parental education, household income, gender and family structure were identified. The analyses include 34 504 observations of 12 564 students. Results Subjective well-being decreased from 5th to 12th grade. Students attending lower track schools showed lower subjective well-being, but also a lesser decrease over time. Students living in low-income households or in single-parent or step-families showed lower subjective well-being. Female students showed higher subjective well-being than males in 5th grade, but also a higher decrease over time, leading to lower subjective well-being than males by 12th grade. Conclusion This study provides a comprehensive picture of subjective well-being throughout secondary education. Adolescents’ subjective well-being is linked to social factors regarding family and living conditions as well as school features. Overall, disadvantaged adolescents experience longer periods of lower subjective well-being, thus accumulating the effects of worse psychosocial health opportunities over time.

The Role of Social Competence in the Psychological Well-being of Adolescents in Secondary Education

2012 ◽  
Vol 56 (2) ◽  
pp. 199-212 ◽  
Author(s):  
Leena Holopainen ◽  
Kristiina Lappalainen ◽  
Niina Junttila ◽  
Hannu Savolainen
Keyword(s):  
Secondary Education ◽  
Social Competence ◽  
Well Being ◽  
Psychological Well Being

scholarly journals Development of School Engagement and Burnout across Lower and Upper Secondary Education: Trajectory Profiles and Educational Outcomes

2021 ◽  
Author(s):  
Anna Widlund ◽  
Heta Tuominen ◽  
Johan Korhonen
Keyword(s):  
Secondary Education ◽  
School Engagement ◽  
High Performance ◽  
Educational Aspirations ◽  
Developmental Trajectories ◽  
Growth Mixture Modeling ◽  
Well Being ◽  
Upper Secondary Education ◽  
Growth Mixture ◽  
Upper Secondary

Inter- and intraindividual differences in Finnish adolescents’ developmental trajectories of school engagement and burnout (exhaustion, inadequacy, and cynicism) and their associations with students’ concurrent progression in mathematics performance and educational aspirations were investigated in an accelerated longitudinal study design spanning ages 13–17 (N = 1131, 50.9% girls). Growth mixture modeling analyses identified four distinct trajectory profiles: Positive academic well-being (high and stable engagement, low and stable burnout), Negative academic well-being (low U-shaped engagement, increased burnout), Disengaged (low U-shaped engagement, but also low and stable burnout), and Declining academic well-being (declining but U-shaped engagement, increasing burnout). Most students experienced a positive change in their trajectories after entering upper secondary education. Furthermore, students in the Positive academic well-being group performed better and progressed faster in mathematics and reported higher educational aspirations. Students in the Declining academic well-being group started out with high performance and aspirations, but they progressed at a slower rate in mathematics and lowered their aspirations over time. The Disengaged students’ performance progressed at the slowest rate of all groups, and they had one of the lowest educational aspirations overall. Lastly, students in the Negative academic well-being group performed the lowest in mathematics, and had one of the lowest aspirations for future educational degrees.

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