Socio-emotional well-being and academic achievement: evidence from a multilevel approach
By Christian Berger, Lidia Alcalay, Alejandra Torretti, N. Milicic. 2011
101 citations recorded by the source corpus.
Even though social and emotional well-being has been proposed as a main goal of education, its association with academic achievement is usually overlooked, particularly considering that educational institutions are requested to show academic outcomes, and thus their focus is on cognitive development and academic training. This study adopts a multilevel perspective to test this association among Chilean elementary students, considering features at individual (socio-emotional well-being, self esteem, and social integration) and social levels (classroom social climate and social network characteristics). Results show that socio-emotional variables, and particularly teachers' ratings of their students' self esteem, are associated with academic achievement. Interaction effects of individual and contextual variables are presented, and implications for research and interventions are discussed.
Subfields: Clinical Psychology, Education, Social Psychology
View Paper: https://www.semanticscholar.org/paper/c1163aaacc35fb83f2c9e570a3b73f128d04a561
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Clinical Psychology
In Education
In Social Psychology
Citations in the corpus
- Wellbeing, academic buoyancy and educational achievement in primary school students (2013, background): “Other studies (e.g. Berger et al., 2011; Saab & Klinger, 2010; Gutman & Feinstein, 2008) have used single measures of wellbeing, that are sometimes un-validated and country-specific, alongside a range of other measures/dimensions of wellbeing such as self esteem and peer relationships, without…”
- How Gratitude Influences Well-Being: A Structural Equation Modeling Approach (2013, background): “This finding suggests that undergraduates’ well-being is suffering (Berger et al. 2011; Stupnisky et al. 2013).”