The development of school well-being in secondary school : high academic buoyancy and supportive class- and school climate as buffers
Year of publication
2021
Authors
Hoferichter, Frances; Hirvonen, Riikka; Kiuru, Noona
Abstract
Students experience increasing pressure to perform well and worry about their academic performance before critical school transitions. These challenges may compromise students' school well-being. Drawing on the Model of Personality and Affect for Education (Matthews et al., 2005) as well as on the Conservation of Resources Theory (Hobfoll, 1989), we investigated the buffering role of high academic buoyancy and supportive class- and school climate against decreases in school well-being (i.e., school-related stress, anti-school attitude, and satisfaction with school) among Finnish lower secondary school students (N = 1024) from grades seven to nine. Controlling for gender, fluid intelligence, and parental education, the results of latent structural equation models indicate that academic buoyancy contributed to school satisfaction, while class- and school climate buffered against the increase of anti-school attitude. The study underlines the importance of both personal and contextual factors, contributing differently to students’ school well-being.
Show moreOrganizations and authors
University of Eastern Finland
Hirvonen Riikka
Publication type
Publication format
Article
Parent publication type
Journal
Article type
Original article
Audience
ScientificPeer-reviewed
Peer-ReviewedMINEDU's publication type classification code
A1 Journal article (refereed), original researchPublication channel information
Journal
Publisher
Volume
71
Article number
101377
ISSN
Publication forum
Publication forum level
3
Open access
Open access in the publisher’s service
No
Self-archived
No
Other information
Fields of science
Psychology; Educational sciences
Keywords
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Publication country
United Kingdom
Internationality of the publisher
International
Language
English
International co-publication
Yes
Co-publication with a company
No
DOI
10.1016/j.learninstruc.2020.101377
The publication is included in the Ministry of Education and Culture’s Publication data collection
Yes