Differences in students? scholastic well-being induced by familial and scholastic context
Sprache des Titels:
Background. Since scholastic well-being is connected with intrinsic motivation,
positive emotions and effective learning, it is highly relevant for educational research. It
is influenced by a variety of individual and contextual determinants and differs for several
groups of students with respect to their environmental conditions.
Aims. Up to now, there has been neither approach in answering questions about groupdifferences
between students with high or low levels of scholastic well-being nor in
defining variables that are most different for these groups. The current study addresses
this research gap by investigating differences in familial and scholastic aspects in two
distinct groups of students (extreme high or low level of scholastic well-being).
Sample and Method. Self-report questionnaires from N = 852 fifth graders were
evaluated using the multivariate analysis of variance (MANOVA) and a discriminant
Results. Results of the discriminant analysis show that attainment of academic
educational track, good classroom-management, positive social climate in class and high
clarity of instruction, as well as low parental pressure on performance are characteristics
that classify students with an extreme high level of scholastic well-being. Therefore, those
variables can be used to divide students into disjoint groups without having any
information about their actual scholastic well-being.
Conclusion. Firstly, it can be deduced from the findings that measures within the
schools to promote scholastic well-being should start with the improvement of
instructional quality and social climate. Second, reduction of parental pressure on
performance as well as the implementation of successful cooperation between families
and schools is vital.