Determinants of Dual Attainment in Academic Achievement and Wellbeing: Evidence from Korea, U.K., and Finland

• In Event: Virtual Poster Session
  In Virtual iPresentation Only: Division G - Section 6: Inquiry in the Social Context of Education Virtual Poster Session

Abstract

This study examines factors distinguishing students who achieve both high academic performance and high student wellbeing (Top-Top) from those in the Top-Bottom or Bottom-Top groups in Korea, the U.K., and Finland. Using PISA 2018 data, we find that learning attitudes, resilience, and parental emotional support consistently increase the likelihood of Top-Top status across all three countries. In contrast, fear of failure acts as a key barrier to joint success. Teacher support shows particularly strong effects in Korea, while cooperative school climate exhibits a negative association only in the Korean context. These findings highlight the need to treat student wellbeing as an independent policy objective and support a strategic shift toward integrated approaches that jointly promote academic achievement and wellbeing.

Authors

• Seulki Kim, Korean Educational Development Institute

• Heehyun Lee, Korean Educational Development Institute