Longitudinal academic outcomes predicted by early adolescents’ subjective well-being, psychopathology, and mental health status yielded from a dual factor model

By Shannon M. Suldo, Amanda Thalji, J. Ferron. 2011

395 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/12cc71c1b652ec38cc0dcf3654d3fe71caea7111

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

University Student Mental Well-Being during COVID-19 Outbreak: What Are the Relationships between Information Seeking, Perceived Risk and Personal Resources Related to the Academic Context? (2020, background): “Well‐being indicators have additive value in predicting the longitudinal growth or declines of students’ academic skill development, and school attendance [5].”
Conceptualizing High School Students' Mental Health Through a Dual-Factor Model (2016, background): “Troubled students experienced the greatest declines in cognitive engagement (Lyons et al., 2013) and grades (Suldo et al., 2011).”
How Gratitude Influences Well-Being: A Structural Equation Modeling Approach (2013, background): “The well-being of undergraduates is critical to their academic success (Berger et al. 2011; Potter 2010; Salami 2010; Suldo et al. 2011; Turashvili and Japaridze 2012; Ye et al. 2012).”
Students’ Well-Being and Academic Achievement: A Meta-Analysis Study (2021, background): “Regarding the extant literature, data from several studies suggest that there is a significant relationship between well-being and academic achievement (Gräbel, 2017; Seymour, 1999; Suldo et al., 2011).”
Middle School Transition from the Strengths Perspective: Young Adolescents’ Character Strengths, Subjective Well-Being, and School Adjustment (2013, background): “For instance, studies have demonstrated the relevance of SWB in predicting students’ changes in academic functioning, particularly with respect to their academic self efficacy, grade point average (GPA), and school attendance (Danielsen et al. 2009; Gilman and Huebner 2006; Suldo et al. 2011).”
Life Satisfaction as a Distinguishing Indicator of College Student Functioning: Further Validation of the Two-Continua Model of Mental Health (2014, background): “well-being indicators have additive value in predicting the longitudinal growth or declines of students’ academic skill development and school attendance (Suldo et al. 2011), and that various factors, including personality traits and social support, play significant roles is differentiating youths’ ”