Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/17980
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dc.contributor.authorPhan, Huyen
dc.contributor.authorNgu, Bingen
dc.date.accessioned2015-10-09T12:19:00Z
dc.date.issued2015en
dc.identifier.citationEducation, 136(1), p. 34-52en
dc.identifier.issn0013-1172en
dc.identifier.urihttps://hdl.handle.net/1959.11/17980en
dc.description.abstractProgress in education has involved, to a large extent, a focus on individuals' wellbeing experiences at school (ACU and Erebus International, 2008; Fraillon, 2004). This line of inquiry has produced extensive findings, highlighting the diverse coverage and scope of this psychosocial theoretical orientation. We recently developed a theoretical framework (Phan, 2015-In press-c; Phan & Ngu, 2014) with its corresponding measure, titled the Academic Well-Being Experience Questionnaire, to assess and evaluate differing components of personal wellbeing at school, for example: appreciation and value, relating to others, academic striving, daily functioning, emotional wellbeing, and personal functioning. Our conceptualization, in contrast to existing conceptualized frameworks, is innovative as it emphasizes a number of personal and achievement-related attributes - for example: affective response, interpersonal skills, and academic outcomes. This study, correlational in design, situated six major components of personal wellbeing (e.g. academic striving) within the framework of social cognition (Bandura, 1986, 1997). We used causal modeling procedures to analyze the data (N = 230), testing a hypothesized 'a priori' model that postulated the following: (i) enactive learning experience as an antecedent, (ii) academic self-efficacy and the six components of personal wellbeing as central mediators, and (iii) school experience as an adaptive outcome. Evidence obtained provided moderate support for our hypothesized model, which we discuss in detail.en
dc.languageenen
dc.publisherProject Innovation Incen
dc.relation.ispartofEducationen
dc.titleValidating Personal Well-being Experiences at School: A Quantitative Examination of Secondary School Studentsen
dc.typeJournal Articleen
dc.subject.keywordsEducation systemsen
dc.subject.keywordsEducational Psychologyen
local.contributor.firstnameHuyen
local.contributor.firstnameBingen
local.subject.for2008130199 Education systems not elsewhere classifieden
local.subject.for2008170103 Educational Psychologyen
local.subject.seo2008930102 Learner and Learning Processesen
local.subject.seo2008930101 Learner and Learning Achievementen
local.subject.seo2008930103 Learner Developmenten
local.profile.schoolSchool of Educationen
local.profile.schoolSchool of Educationen
local.profile.emailhphan2@une.edu.auen
local.profile.emailbngu@une.edu.auen
local.output.categoryC1en
local.record.placeauen
local.record.institutionUniversity of New Englanden
local.identifier.epublicationsrecordune-20150906-085135en
local.publisher.placeAlabama, United States of Americaen
local.format.startpage34en
local.format.endpage52en
local.peerreviewedYesen
local.identifier.volume136en
local.identifier.issue1en
local.title.subtitleA Quantitative Examination of Secondary School Studentsen
local.contributor.lastnamePhanen
local.contributor.lastnameNguen
dc.identifier.staffune-id:hphan2en
dc.identifier.staffune-id:bnguen
local.profile.orcid0000-0002-3066-4647en
local.profile.roleauthoren
local.profile.roleauthoren
local.identifier.unepublicationidune:18190en
dc.identifier.academiclevelAcademicen
dc.identifier.academiclevelAcademicen
local.title.maintitleValidating Personal Well-being Experiences at Schoolen
local.output.categorydescriptionC1 Refereed Article in a Scholarly Journalen
local.description.statisticsepubsVisitors: 675<br />Views: 694<br />Downloads: 0en
local.search.authorPhan, Huyen
local.search.authorNgu, Bingen
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