Whole-Child Education: China, Korea, Finland, and U.S. Students' Academic Achievement and Socio-Emotional Well-Being

• In Event: Examining Language, Community, and Identity in a Global Context

Abstract

This study examines whether and how Eastern vs. Western school systems make students both smart and happy together. It applies multivariate multilevel models of school effects using the PISA 2015 datasets from China, Korea, Finland, and the U.S., which vary in terms of life satisfaction, school belonging, and cooperation values as well as reading, math, and science achievement outcomes. Comparing factors impacting academic and socioemotional outcomes across the four nations, the study finds cross-national differences, especially between Eastern and Western school systems. It sheds new light on the need for balancing both academic and socioemotional learning goals and developing whole school climate with culturally appropriate mixes of both “high expectations/discipline” and “high caring/support” towards whole child/youth development goals.

Authors

• Mengchen Su, University of Minnesota - Twin Cities

• Jaekyung Lee, University at Buffalo - SUNY