School-related subjective well-being promotes subsequent adaptability, achievement, and positive behavioural conduct.

BACKGROUND: Previous studies have shown that subjective well-being and adaptability are linked to adaptive educational outcomes, including higher achievement and lower anxiety. It is not presently clear, however, how school-related subjective well-being and adaptability are related, or predict behavioural outcomes such as student conduct. AIM: The aim of the present study was to test a bidirectional model of school-related subjective well-being and adaptability, and how they relate to achievement and behavioural conduct. METHOD: Data were collected from 539 Year 12 students over four waves. Achievement and behavioural conduct were measured in the first wave of data collection (T1 ), school-related subjective well-being and adaptability at the second and third waves (T2 and T3 ), and achievement and behavioural conduct again in the fourth wave of data collection (T4 ). RESULTS: A structural equation model showed that T2 school-related subjective well-being predicted higher T3 adaptability, but not vice versa. T3 school-related subjective well-being predicted greater T4 achievement and positive behavioural conduct, and T3 adaptability predicted greater T4 positive behavioural conduct. CONCLUSION: School-related subjective well-being promotes adaptability, achievement, and positive behavioural conduct, and adaptability is also related to positive behavioural conduct. Attempts to foster well-being and adaptability could show educational gains for students

Editorial zum Themenheft: Familiäre Bedingungen von schulischen Leistungen und leistungsrelevanten Überzeugungen

Spätestens seit dem Colemanreport in den 1960er Jahren wissen wir, dass die Familien einen wesentlichen Beitrag zur Entwicklung von Schülerkompetenzen leisten. Im Zuge der vertiefenden Auswertungen von PISA-Daten wurde dieser Befund für viele Länder wiederholt bestätigt. Auch in Deutschland, Schweiz und Österreich wurden enge Zusammenhänge zwischen der sozialen Herkunft und den Schülerleistungen gefunden. Leistungen von Kindern in der Schule hängen demnach nicht nur von der Qualität von Schule und Unterricht ab, sondern - in noch stärkeren Ausmaß - von Art und Qualität der Interaktionen und Förderung in der Familie. Wie lässt sich dies erklären

Schüleremotionen in schulischen und häuslichen Lernkontexten.

Knollmann M, Wild E. Schüleremotionen in schulischen und häuslichen Lernkontexten. In: Hascher T, ed. Wohlbefinden in der Schule. Bern: Haupt Verlag; 2004: 67-87

Competency level modelling for school leaving examination

International audienceA project group was commissioned to develop a content-and action-related competency grid in order to enable quality assessment and comparability of mathematics examination questions in the Austrian Matura (final examination at the end of the Secondary School Level II). Based on theoretical grounds, in the competency grid the three dimensions operating, modelling and reasoning are distinguished and described on four levels