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https://hdl.handle.net/1959.11/19139
Title: | Situating Attributes of Academic Well-being within a Motivational Framework: A Longitudinal Investigation | Contributor(s): | Phan, Huy (author) | Publication Date: | 2016 | Handle Link: | https://hdl.handle.net/1959.11/19139 | Abstract: | The notion of personal well-being experience at school is an important component for consideration. Why do some students like to attend school, whereas others are not? Why it is that disengagement is relatively pronounced for some students? These questions, we contend, form an important premise of a person's well-being and schooling experiences. This research investigation, longitudinal in nature, focused on an examination of students' well-being experiences within the framework of motivational beliefs. This amalgamation of two major theoretical orientations within one study is irmovative and of significance. Across four waves of data, we explored the patterns in causal flows between different attributes of well-being (e.g., liking for school) and hope, self-efficacy, and self-esteem. Two hundred and forty-five Year 10 students (145 girls, 100 boys) took part in the study. Structural equation analyses, using MPLus 7.2, produced a number of notable findings: (i) the positive differential impacts of Time I attributes of well-being on Time 2 hope, Time 2 self-efficacy, and Time 2 self-esteem, (ii) the impacts of Time 2 self-efficacy and Time 2 self-esteem on Time 3 attributes of well-being and Time 4 achievement outcome, and (iii) the mediating role of Time 2 self-efficacy. Our final solution also provided moderate evidence to support the different causal patterns and trajectories of well-being and motivational attributes. In summation, our longitudinal research inquiry has made a theoretical contribution to the study of personal well-being at school, yielding a number of potential educational-social impUcations for practice. How do we encourage and cultivate enriched well-being experiences? What are some of the strategies, based on self-beliefs and hope theories, that we could consider for development and implementation? | Publication Type: | Book Chapter | Source of Publication: | Academic Performance: Student Expectations, Environmental Factors and Impacts on Health, p. 19-41 | Publisher: | Nova Science Publishers, Inc | Place of Publication: | New York, United States of America | ISBN: | 9781634840316 9781634840408 |
Fields of Research (FoR) 2008: | 139999 Education not elsewhere classified 170103 Educational Psychology 170199 Psychology not elsewhere classified |
Fields of Research (FoR) 2020: | 520102 Educational psychology | Socio-Economic Objective (SEO) 2008: | 930103 Learner Development 930102 Learner and Learning Processes 930101 Learner and Learning Achievement |
Socio-Economic Objective (SEO) 2020: | 160101 Early childhood education | HERDC Category Description: | B1 Chapter in a Scholarly Book | Publisher/associated links: | http://trove.nla.gov.au/version/219189831 | Series Name: | Education in a Competitive and Globalizing World | Editor: | Editor(s): Carly H Gallagher |
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Appears in Collections: | Book Chapter School of Education |
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