Optimal Outcomes at School: A Focus on Theoretical Tenets for Consideration

Title
Optimal Outcomes at School: A Focus on Theoretical Tenets for Consideration
Publication Date
2016
Author(s)
Phan, Huy
( author )
OrcID: https://orcid.org/0000-0002-3066-4647
Email: hphan2@une.edu.au
UNE Id une-id:hphan2
Ngu, Bing
( author )
OrcID: https://orcid.org/0000-0001-9623-2938
Email: bngu@une.edu.au
UNE Id une-id:bngu
Editor
Editor(s): Julius Porter
Type of document
Book Chapter
Language
en
Entity Type
Publication
Publisher
Nova Science Publishers, Inc
Place of publication
New York, United States of America
Edition
1
Series
Education in a Competitive and Globalizing World
UNE publication id
une:18706
Abstract
The study of effective learning and optimal schooling experiences is an important focus of inquiry in the field of Education. Why do some students show more inclination towards mastery, deep learning, and personal interests in schooling? Why do some students., in contrast, express discontentment, and work-avoidance behaviours (e.g., disengagement)? These questions have led to ongoing research development of theoretical models that could explain, account, and enhance educational outcomes and schooling experiences. We recently conceptualized a holistic framework of student well-being experiences that takes into consideration the combined influences of personal, motivational, affective, and social processes of schooling (Phan, In press-2015a; Phan & Ngu, In press-2015a). In this theoretical chapter, we discuss in detail eight distinctive components of student well-being experiences that we believe could foster and optimize positive educational and non-educational outcomes: optimized functioning, liking for school experience, emotional well-being, relating to others, personal well-being at school, appreciation and value, daily functioning, and academic striving.
Link
Citation
Deep Learning: Fundamentals, Methods and Applications, p. 33-60
ISBN
9781634842266
Start page
33
End page
60

Files:

NameSizeformatDescriptionLink