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https://hdl.handle.net/1959.11/21858
Title: | The self-systems: facilitating personal well-being experiences at school | Contributor(s): | Phan, Huy (author) | Publication Date: | 2017 | DOI: | 10.1007/s11218-016-9350-1 | Handle Link: | https://hdl.handle.net/1959.11/21858 | Abstract: | The focus of inquiry pertaining to quality learning and student well-being experiences at school has involved numerous studies, utilizing complex quantitative methodological approaches. In a similar vein, for consideration of research advancement, there has been extensive progress made regarding motivational tenets of effective learning and enriched schooling experiences. We recently developed a model of student learning and school experiences (Phan in Progress in Education, vol 33. Nova Science Publishing, New York, pp 101-121, 2015; Phan and Ngu in Int J Pedag Curric 22(4):1 - 19, 2015a), detailing a number of personal, cognitive, motivational, and emotional components for validation and implementation. The present study, situated within the self-systems framework, explored the central roles and differential influences of three major components on adaptive outcomes: emotional well-being, daily functioning, and relating to others. Structural equation modelling analyses of 258 year 8 secondary school students produced some notable evidence for potential educational-social practices: (1) the positive influences of self-esteem on daily functioning and motivation towards schooling and learning, (2) the inverse association between self-efficacy and emotional well-being, and (3) the positive influences of relating to others on motivation towards schooling and learning, and liking for school. We also noted, however, some unexpected and inconclusive findings for discussion - for example, the negative influence of daily functioning on motivation towards schooling and learning. | Publication Type: | Journal Article | Source of Publication: | Social Psychology of Education, 20(1), p. 115-138 | Publisher: | Springer Netherlands | Place of Publication: | Netherlands | ISSN: | 1573-1928 1381-2890 |
Fields of Research (FoR) 2008: | 170103 Educational Psychology 130106 Secondary Education |
Fields of Research (FoR) 2020: | 520102 Educational psychology 390306 Secondary education |
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 | Peer Reviewed: | Yes | HERDC Category Description: | C1 Refereed Article in a Scholarly Journal |
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Appears in Collections: | Journal Article School of Education |
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