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The importance of pre-measurements of wellbeing and achievement for students' current wellbeing

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Abstract
Educational effectiveness research focuses not only on cognitive output but also on affective student outcomes. Student wellbeing has to be addressed as an important output variable of the educational process. The focus of this study is on student wellbeing at the end of Grade 10 and its relationship to current achievement, and pre-measurements of student wellbeing and achievement. Student characteristics and motives for attending school are taken into account. Moreover, within classroom environment research, student perceptions of psychosocial characteristics within the classroom are considered as an important factor in the explanation of student wellbeing. Data from 429 students at 13 different secondary technical and vocational training schools in Flanders (Belgium) are used. The results indicate that pre-measurements of student wellbeing and achievement are positively related to student wellbeing at the end of Grade 10. No relationship is found between student wellbeing and achievement when both are measured at the end of Grade 10. Furthermore, students feel better when they perceive their teacher’s interpersonal behaviour in the classroom as tolerant/authoritative and not as authoritarian.
Keywords
educational effectiveness research, student wellbeing, student achievement

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Citation

Please use this url to cite or link to this publication:

MLA
Van Petegem, Karen et al. “The Importance of Pre-measurements of Wellbeing and Achievement for Students’ Current Wellbeing.” South African Journal of Education 28.4 (2008): 451–468. Print.
APA
Van Petegem, K., Creemers, B., Aelterman, A., & Rosseel, Y. (2008). The importance of pre-measurements of wellbeing and achievement for students’ current wellbeing. South African Journal of Education, 28(4), 451–468.
Chicago author-date
Van Petegem, Karen, Bert Creemers, Antonia Aelterman, and Yves Rosseel. 2008. “The Importance of Pre-measurements of Wellbeing and Achievement for Students’ Current Wellbeing.” South African Journal of Education 28 (4): 451–468.
Chicago author-date (all authors)
Van Petegem, Karen, Bert Creemers, Antonia Aelterman, and Yves Rosseel. 2008. “The Importance of Pre-measurements of Wellbeing and Achievement for Students’ Current Wellbeing.” South African Journal of Education 28 (4): 451–468.
Vancouver
1.
Van Petegem K, Creemers B, Aelterman A, Rosseel Y. The importance of pre-measurements of wellbeing and achievement for students’ current wellbeing. South African Journal of Education. Pretoria ; SOUTH AFRICA: Foundation for Education, Science and Technology. Bureau for Scientific Publications.; 2008;28(4):451–68.
IEEE
[1]
K. Van Petegem, B. Creemers, A. Aelterman, and Y. Rosseel, “The importance of pre-measurements of wellbeing and achievement for students’ current wellbeing,” South African Journal of Education, vol. 28, no. 4, pp. 451–468, 2008.
@article{593488,
  abstract     = {Educational effectiveness research focuses not only on cognitive output but also on affective student outcomes. Student wellbeing has to be addressed as an important output variable of the educational process. The focus of this study is on student wellbeing at the end of Grade 10 and its relationship to current achievement, and pre-measurements of student wellbeing and achievement. Student characteristics and motives for attending school are taken into account. Moreover, within classroom environment research, student perceptions of psychosocial characteristics within the classroom are considered as an important factor in the explanation of student wellbeing. Data from 429 students at 13 different secondary technical and vocational training schools in Flanders (Belgium) are used. The results indicate that pre-measurements of student wellbeing and achievement are positively related to student wellbeing at the end of Grade 10. No relationship is found between student wellbeing and achievement when both are measured at the end of Grade 10. Furthermore, students feel better when they perceive their teacher’s interpersonal behaviour in the classroom as tolerant/authoritative and not as authoritarian.},
  author       = {Van Petegem, Karen and Creemers, Bert and Aelterman, Antonia and Rosseel, Yves},
  issn         = {0256-0100},
  journal      = {South African Journal of Education},
  keywords     = {educational effectiveness research,student wellbeing,student achievement},
  language     = {eng},
  number       = {4},
  pages        = {451--468},
  publisher    = {Foundation for Education, Science and Technology. Bureau for Scientific Publications.},
  title        = {The importance of pre-measurements of wellbeing and achievement for students' current wellbeing},
  volume       = {28},
  year         = {2008},
}

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