Widlund Anna, Tuominen Heta, Korhonen Johan
Faculty of Education and Welfare Studies, Åbo Akademi University, Vasa, Finland.
Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland.
Front Psychol. 2018 Mar 13;9:297. doi: 10.3389/fpsyg.2018.00297. eCollection 2018.
It has been suggested that both performance and academic well-being play a role in adolescent students' educational attainment and school dropout. In this study, we therefore examined, first, what kinds of academic well-being (i.e., school burnout, schoolwork engagement, and mathematics self-concept) and mathematics performance profiles can be identified among lower secondary school students ( = 583, = 497); second, how stable these profiles are across one school year during the seventh and ninth grades; and, third, how students with different academic well-being and mathematics performance profiles differ with respect to their educational aspirations. By means of latent profile analyses, three groups of students in seventh grade: thriving (34%), average (51%), and negative academic well-being (15%) and four groups of students in ninth grade: thriving (25%), average (50%), negative academic well-being (18%), and low-performing (7%) with distinct well-being and mathematics performance profiles were identified. Configural frequency analyses revealed that the profiles were relatively stable across one school year; 60% of the students displayed identical profiles over time. The thriving students reported the highest educational aspirations compared to the other groups. In addition, the low-performing students in the ninth grade had the lowest educational aspirations just before the transition to upper secondary school. Practical implications as well as directions for future research are discussed.
有人认为，学业表现和学业幸福感在青少年学生的学业成就和辍学方面都发挥着作用。因此，在本研究中，我们首先考察了初中学生（n = 583，n = 497）中可以识别出哪些类型的学业幸福感（即学校倦怠、学业投入和数学自我概念）以及数学成绩概况；其次，这些概况在七年级到九年级的一学年中稳定性如何；第三，具有不同学业幸福感和数学成绩概况的学生在教育期望方面有何差异。通过潜在概况分析，我们在七年级识别出了三组学生：表现优异组（34%）、中等组（51%）和学业幸福感消极组（15%），在九年级识别出了四组学生：表现优异组（25%）、中等组（50%）、学业幸福感消极组（18%）和成绩低分组（7%），他们具有不同的幸福感和数学成绩概况。构型频率分析表明，这些概况在一学年中相对稳定；60%的学生随时间呈现相同的概况。与其他组相比，表现优异的学生报告的教育期望最高。此外，九年级成绩低分组的学生在升入高中前教育期望最低。本文还讨论了实际意义以及未来研究的方向。
