Understanding Students’ Well-Being and Achievement: A Latent Profile Analysis (Poster 10)

• In Event: Sunday Poster Session 1:15 pm
  In Poster Session: Supporting Social-Emotional Learning, Well-Being, and Development Across the Lifespan

Abstract

Positive psychology and education emphasizes that both well-being and achievement are critical to students' functioning. However, much of the existing research has mostly focused on achievement without paying much attention to well-being. In this study, we address this shortcoming by simultaneously exploring students' eudaimonic and subjective well-being profiles and examining how students from different profiles differed in academic achievement. Participants were 11991 15-year-old students. Latent profile analysis was employed. We identified four distinct profiles revealing the complexity of students’ achievement and well-being configurations: (1) high well-being, high achievement; (2) low well-being, high achievement; (3) moderate well-being, low achievement; and (4) low well-being, low achievement. Gender, grade, and SES were found to predict profile memberships. Theoretical and practical implications are discussed.

Authors

• Siya LIANG, Chinese University of Hong Kong

• Ronnel B. King, Chinese University of Hong Kong

• Ching Sing Chai, Chinese University of Hong Kong