Perceived well-being, academic performance, and quality of life of children in primary and secondary school: A longitudinal study
Bacro, Fabien
Perceived well-being, academic performance, and quality of life of children in primary and secondary school: A longitudinal study - 2017.
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This study aims to describe different profiles of school well-being in primary and secondary school and to determine whether these profiles are associated with academic performance, school satisfaction, and the overall quality of life of students evaluated one year later. 557 students attending primary school (N = 253) and secondary school (N = 354) were followed over one year. The analyses carried out allowed us to distinguish 3 profiles of school well-being from the scores obtained in the various elements of the BE-Scol Questionnaire (Guimard et al., 2015) during the first year: Satisfied and Serene (SS), Poorly Satisfied but Serene (PSS), Poorly Satisfied and Worried (PSI) children. Furthermore, these profiles appeared to be related to the academic performance, school satisfaction, and life satisfaction of students evaluated one year later. These results confirm the interest of a multidimensional assessment of well-being in school and its role in both the academic success and the quality of life of children.
Perceived well-being, academic performance, and quality of life of children in primary and secondary school: A longitudinal study - 2017.
27
This study aims to describe different profiles of school well-being in primary and secondary school and to determine whether these profiles are associated with academic performance, school satisfaction, and the overall quality of life of students evaluated one year later. 557 students attending primary school (N = 253) and secondary school (N = 354) were followed over one year. The analyses carried out allowed us to distinguish 3 profiles of school well-being from the scores obtained in the various elements of the BE-Scol Questionnaire (Guimard et al., 2015) during the first year: Satisfied and Serene (SS), Poorly Satisfied but Serene (PSS), Poorly Satisfied and Worried (PSI) children. Furthermore, these profiles appeared to be related to the academic performance, school satisfaction, and life satisfaction of students evaluated one year later. These results confirm the interest of a multidimensional assessment of well-being in school and its role in both the academic success and the quality of life of children.
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