Effect of Academic Comparisons on the Subjective Well-Being of Chinese Secondary School Students

2012 ◽  
Vol 40 (8) ◽  
pp. 1233-1238 ◽  
Author(s):  
Yinghua Ye ◽  
Weihui Mei ◽  
Yaoyao Liu ◽  
Xiuming Li
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Negative Impact ◽  
Positive Impact ◽  
Demographic Factors ◽  
Well Being ◽  
Subjective Well Being ◽  
School Students ◽  
Academic Achievements ◽  
Chinese Secondary School Students

We studied the effect of academic comparisons on the subjective well-being (SWB) of 330 students from 3 Chinese secondary schools. The results showed that the SWB of Chinese secondary school students (a) is relatively low; (b) is affected primarily by 4 demographic factors, namely, grade, gender, academic achievements, and family financial background; and (c) is significantly affected by academic comparisons in that self-comparison, upward comparison, and parallel comparison have a positive impact on SWB, and downward comparison has a negative impact on SWB. Both parents and teachers should guide students to draw appropriate academic comparisons.

scholarly journals School satisfaction among secondary school students: Relations with school achievement and mental health indicators

Psihologija ◽  
2011 ◽  
Vol 44 (3) ◽  
pp. 211-224 ◽  
Author(s):  
Veljko Jovаnovic ◽  
Ivan Jerkovic
Keyword(s):  
Secondary School ◽  
Emotional Distress ◽  
Secondary School Students ◽  
School Achievement ◽  
Health Indicators ◽  
Well Being ◽  
School Satisfaction ◽  
Subjective Well Being ◽  
School Students ◽  
General Measure

School satisfaction among secondary school students is a neglected research topic in the field of school psychology. The main aim of this research was to examine the relations between school satisfaction, school achievement and indicators of subjective well-being and emotional distress. The research was carried out on a sample of 408 secondary school students, with the mean age 16.6 years. The results of a one-way ANOVA showed that students reporting very high school satisfaction (upper quartile) had significantly higher levels of subjective well-being, lower levels of emotional distress and greater school achievement that students with both very low (lower quartile) and average (middle 25%) school satisfaction. The results of this research suggest that not only school satisfaction is an important aspect of subjective well-being, it can also be used as a valid general measure of adaptive functioning among pupils.

scholarly journals Comparison on Well-Being, Engagement and Perceived School Climate in Secondary School Students with Learning Difficulties and Specific Learning Disorders: An Exploratory Study

2021 ◽  
Vol 11 (7) ◽  
pp. 103
Author(s):  
Elisabetta Lombardi ◽  
Daniela Traficante ◽  
Roberta Bettoni ◽  
Ilaria Offredi ◽  
Mirta Vernice ◽  
...  
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Learning Difficulties ◽  
Well Being ◽  
Control Group ◽  
Learning Disorder ◽  
School Students ◽  
Specific Learning Disorder ◽  
The Impact ◽  
Specific Learning

Reading and writing skills influence the social status of students, exerting effects not only on learning, but also on wellbeing. This study aimed to assess the impact of diagnosis of specific learning disorder on well-being in secondary-school students, comparing students with a diagnosis of specific learning disorder (SLD-group), students showing learning difficulties without diagnosis (LD-group) and students without learning difficulties (control-group). Students were tested with neuropsychological screening tests in order to identify learning difficulties and were further assessed by means of psychological and school well-being questionnaires. The results show that LD group perceive themselves as having a low sense of mastery and autonomy, less interest and engagement in daily activities and low peer social support than their schoolmates. This result highlights, for the LD group, a low well-being experience, which is not observed in the SLD and control groups. On the contrary, SLD group students do not differ from control group students in any dimensions except for the perceived parents’ support and involvement in school life, in which the SLD group show the highest scores. This work underlines the importance of having a diagnosis as it seems to work as a protective factor for both the psychological and school well-being of the student.

Well-Being and Suicidal Ideation of Secondary School Students From Military Families

2014 ◽  
Vol 54 (6) ◽  
pp. 672-677 ◽  
Author(s):  
Julie A. Cederbaum ◽  
Tamika D. Gilreath ◽  
Rami Benbenishty ◽  
Ron A. Astor ◽  
Diana Pineda ◽  
...  
Keyword(s):  
Suicidal Ideation ◽  
Secondary School ◽  
Secondary School Students ◽  
Military Families ◽  
Well Being ◽  
School Students
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