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Psychological Well-Being and Academic Achievement among School-Aged Children: a Systematic Review

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  • Thea Toft Amholt

    (University of Copenhagen)

  • Jesper Dammeyer

    (University of Copenhagen)

  • Rhonwyn Carter

    (University of Copenhagen)

  • Janni Niclasen

    (University of Copenhagen)

Abstract

Well-being is considered a prerequisite for a number of outcomes, including academic achievement, and yet research reporting on the association between well-being and academic achievement yields ambiguous results. A systematic review into this association, in accordance with PRISMA guidelines was conducted in PubMed and PsycINFO from June to September 2017. Title, abstract, and full text were screened by two independent raters, and 22 articles were eligible. Results were inconsistent, reporting both positive association, no association or conflicting results. Studies reporting positive association were primarily cross-sectional, focused on relational aspects of well-being and on younger children, and used parent or teacher-ratings in addition to self-report. The conflicting studies indicated a need for future research into more specific aspects of well-being and academic achievement, preferably using longitudinal study designs.

Suggested Citation

  • Thea Toft Amholt & Jesper Dammeyer & Rhonwyn Carter & Janni Niclasen, 2020. "Psychological Well-Being and Academic Achievement among School-Aged Children: a Systematic Review," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 13(5), pages 1523-1548, October.
    • Handle: RePEc:spr:chinre:v:13:y:2020:i:5:d:10.1007_s12187-020-09725-9
    DOI: 10.1007/s12187-020-09725-9
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    References listed on IDEAS

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    1. Kristoffersen, Jannie H.G. & Obel, Carsten & Smith, Nina, 2015. "Gender differences in behavioral problems and school outcomes," Journal of Economic Behavior & Organization, Elsevier, vol. 115(C), pages 75-93.
    2. Susana Marques & J. Pais-Ribeiro & Shane Lopez, 2011. "The Role of Positive Psychology Constructs in Predicting Mental Health and Academic Achievement in Children and Adolescents: A Two-Year Longitudinal Study," Journal of Happiness Studies, Springer, vol. 12(6), pages 1049-1062, December.
    3. David Moher & Alessandro Liberati & Jennifer Tetzlaff & Douglas G Altman & The PRISMA Group, 2009. "Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement," PLOS Medicine, Public Library of Science, vol. 6(7), pages 1-6, July.
    4. Chris Roberts & J. Freeman & O. Samdal & C. Schnohr & M. Looze & S. Nic Gabhainn & R. Iannotti & M. Rasmussen, 2009. "The Health Behaviour in School-aged Children (HBSC) study: methodological developments and current tensions," International Journal of Public Health, Springer;Swiss School of Public Health (SSPH+), vol. 54(2), pages 140-150, September.
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    Cited by:

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    2. Janka Goldan & Lena Nusser & Michael Gebel, 2022. "School-related Subjective Well-being of Children with and without Special Educational Needs in Inclusive Classrooms," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 15(4), pages 1313-1337, August.
    3. Björn Högberg, 2023. "Is There a trade-off Between Achievement and Wellbeing in Education Systems? New cross-country Evidence," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 16(5), pages 2165-2186, October.
    4. Yufeng Li & Esther Sui-Chu Ho, 2024. "What does PISA Tell Us about the Paradoxes of Students’ Well-Being and their Academic Competencies in Mainland China?," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 17(4), pages 1443-1469, August.
    5. Metin Kaya & Cahit Erdem, 2021. "Students’ Well-Being and Academic Achievement: A Meta-Analysis Study," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 14(5), pages 1743-1767, October.
    6. Brigita Mieziene & Arunas Emeljanovas & Roma Jusiene & Rima Breidokiene & Sigita Girdzijauskiene & Stanislav Sabaliauskas & Jolita Buzaityte-Kasalyniene & Virginija Budiene & Indre Eiliakaite & Erika , 2022. "Direct and Indirect Effects of Social Support and School Social Capital on the Academic Success of 11–19-Year-Old Students Using Distance Learning," Sustainability, MDPI, vol. 14(4), pages 1-14, February.

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