Students’ well-being, coping, academic success, and school climate

By Viive-Riina Ruus, M. Veisson, Mare Leino, Loone Ots, L. Pallas, Ene-Silvia Sarv, anneLi Veisson. 2007

141 citations recorded by the source corpus.

This article presents the results of a student survey conducted in 2004 at Tallinn University within the framework of the project “School as a developmental environment and students’ coping.” The questionnaire was completed by 3,838 7th, 9th and 12th grade students from 65 Estonian schools. The project arose from the need to prevent students from school drop-out and repeating grades. The main hypothesis was that by modifying a school’s social climate, one can either help or disable the development of students’ constructive coping strategies and thus support, or not, students’ academic success. Our most important conclusion is that the school climate parameters, especially the school value system and teachers’ attitudes toward students as perceived by the latter, influence students’ optimistic acceptance of life, their psychological and physiological well-being, and academic success.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/4e1ac327e7fd4cbe2f6f4385220aa7cdce0f2a76

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

Classroom Emotional Climate, Teacher Affiliation, and Student Conduct (2011, background): “…Bowen, 2009), better student coping strategies (Ruus et al., 2007), less violent behavior (Sprott, 2004), and greater school adjustment and academic achievement (Luo, Huang, & Najjar, 2007; Pianta, Belsky, Vandergrift, Houts, & Morrison, 2008; Rudasill, Gallagher, & White, 2010; Ruus et al., 2007).”
Working while studying at university: The relationship between work benefits and demands and engagement and well-being (2015, background): “1999), and school (Ruus et al., 2007) and university success (Pritchard & Wilson, 2003).”
The Effects of School-wide Positive Behavior Support on Middle School Climate and Student Outcomes (2011, background): “School climate has also influenced emotional and psychological factors such as optimism, student aspirations, psychological wellbeing, and academic self-esteem (Brand et al., 2008; Ruus et al., 2007; Plucker, 1998).”
School Climate: a Review of the Construct, Measurement, and Impact on Student Outcomes (2015, background): “2013), better coping strategies, and optimistic attitudes toward school (Ruus et al. 2007).”
Mitigating the effect of family poverty on academic and behavioral outcomes: The role of school climate in middle and high school. (2011, background): “When individuals within a school feel connected to each other, students experience positive academic, health, and behavioral outcomes (Kuperminc, Leadbeater, & Blatt, 2001; Loukas, Suzuki, & Horton, 2006; McNeely, Nonnemaker, & Blum, 2002; Ruus et al., 2007; Whitlock, 2006).”