Obermeier Ramona, Schlesier Juliane, Meyer Simon, Gläser-Zikuda Michaela
Department for Educational Research, Linz School of Education, Johannes Kepler University Linz, Altenberger Str. 69, 4040 Linz, Austria.
Department of Educational Sciences, Primary Education, University of Greifswald, Steinbecker Str. 15, 17487 Greifswald, Germany.
Soc Psychol Educ. 2022;25(5):1051-1070. doi: 10.1007/s11218-022-09726-2. Epub 2022 Aug 30.
Due to their connections with positive educational outcomes, the maintenance of good health and scholastic well-being are highly relevant topics. However, to date, no studies have investigated developmental changes in scholastic well-being in the light of achievement emotions and instructional quality-although these predictors offer good approaches for intervention. A sample of = 667 (age: = 10.16; = 0.46; 81.7% female) students was questioned three times over one year, from the beginning of their fifth grade into sixth grade, using reliable questionnaires. The results of multilevel linear growth curve modelling calculations show that a decrease in scholastic well-being during the fifth grade was induced by changes in the predictors (achievement emotions and instructional quality). Since the highest effects are evident regarding achievement emotions, support programs should focus on facilitating these aspects in secondary school children.
由于与积极的教育成果相关，保持良好的健康和学业幸福感是高度相关的话题。然而，迄今为止，尚无研究根据成就情绪和教学质量来调查学业幸福感的发展变化——尽管这些预测因素为干预提供了很好的途径。对667名学生（年龄：M = 10.16；SD = 0.46；81.7%为女性）进行了抽样，从五年级开始到六年级的一年时间里，使用可靠的问卷对他们进行了三次询问。多层次线性增长曲线建模计算结果表明，五年级学业幸福感的下降是由预测因素（成就情绪和教学质量）的变化引起的。由于成就情绪方面的影响最为明显，支持项目应侧重于在中学生中促进这些方面。
