Obermeier Ramona, Schlesier Juliane, Gläser-Zikuda Michaela
Johannes Kepler University Linz, Austria.
Department of Educational Sciences, Primary Education (Chair), Faculty of Arts and Humanity, University of Greifswald, Germany.
Br J Educ Psychol. 2022 Sep;92(3):994-1010. doi: 10.1111/bjep.12484. Epub 2021 Dec 26.
Since scholastic well-being is connected with intrinsic motivation, positive emotions and effective learning, it is highly relevant for educational research. It is influenced by a variety of individual and contextual determinants and differs for several groups of students with respect to their environmental conditions.
Up to now, there has been neither approach in answering questions about group-differences between students with high or low levels of scholastic well-being nor in defining variables that are most different for these groups. The current study addresses this research gap by investigating differences in familial and scholastic aspects in two distinct groups of students (extreme high or low level of scholastic well-being).
Self-report questionnaires from N = 852 fifth graders were evaluated using the multivariate analysis of variance (MANOVA) and a discriminant analysis.
Results of the discriminant analysis show that attainment of academic educational track, good classroom-management, positive social climate in class and high clarity of instruction, as well as low parental pressure on performance are characteristics that classify students with an extreme high level of scholastic well-being. Therefore, those variables can be used to divide students into disjoint groups without having any information about their actual scholastic well-being.
Firstly, it can be deduced from the findings that measures within the schools to promote scholastic well-being should start with the improvement of instructional quality and social climate. Second, reduction of parental pressure on performance as well as the implementation of successful cooperation between families and schools is vital.
由于学业幸福感与内在动机、积极情绪和有效学习相关，因此对教育研究具有高度相关性。它受到多种个体和情境因素的影响，并且在几组学生中因环境条件不同而有所差异。
到目前为止，在回答学业幸福感水平高或低的学生之间的群体差异问题以及定义这些群体差异最大的变量方面，都还没有相关方法。本研究通过调查两组不同学生（学业幸福感极高或极低水平）在家庭和学业方面的差异来填补这一研究空白。
对来自N = 852名五年级学生的自我报告问卷进行了多变量方差分析（MANOVA）和判别分析。
判别分析结果表明，进入学术教育轨道、良好的课堂管理、课堂上积极的社会氛围、高教学清晰度以及低父母对成绩的压力，是将学业幸福感极高水平的学生分类的特征。因此，这些变量可用于将学生分为不相交的组，而无需了解他们实际的学业幸福感。
首先，从研究结果可以推断，学校内促进学业幸福感的措施应从提高教学质量和社会氛围入手。其次，减轻父母对成绩的压力以及实施家庭与学校之间的成功合作至关重要。
