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

David W. Putwain · Kristina Stockinger · Diahann Gallard

92 citations0/0 files storedBritish Journal of Educational Psychology

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Psychological Well-being and Life Satisfaction Education, Achievement, and Giftedness Student Stress and Coping

Abstract

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 (T 1 ), school‐related subjective well‐being and adaptability at the second and third waves (T 2 and T 3 ), and achievement and behavioural conduct again in the fourth wave of data collection (T 4 ). Results A structural equation model showed that T 2 school‐related subjective well‐being predicted higher T 3 adaptability, but not vice versa. T 3 school‐related subjective well‐being predicted greater T 4 achievement and positive behavioural conduct, and T 3 adaptability predicted greater T 4 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.

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