{"title":"What does PISA Tell Us about the Paradoxes of Students’ Well-Being and their Academic Competencies in Mainland China?","authors":"Yufeng Li, Esther Sui-Chu Ho","doi":"10.1007/s12187-024-10146-1","DOIUrl":null,"url":null,"abstract":"<p>Recent research has shown a growing interest in understanding the relationship between students’ well-being and their academic achievement. However, many studies have narrowly focused on the linear relationship and hedonic well-being, such as life satisfaction and positive affect, leading to ambiguous results regarding the association between well-being and academic performance. Concerns persist about potential trade-offs between well-being and academic success, particularly with Chinese students often perceived as sacrificing well-being for academic excellence. This study adopts a broader perspective, considering both hedonic (measured by life satisfaction and positive affect) and eudemonic well-being (measured by meaning in life) to investigate the well-being of students from mainland China. Additionally, it examines the linear and curvilinear relationship between these well-being indicators and two academic competencies: reading performance and reading self-concept. Utilizing data from 12,058 mainland Chinese students (47.9% girls) who participated in PISA 2018, the findings reveal that mainland Chinese students exhibit lower levels of life satisfaction but higher levels of positive affect and meaning in life compared to the OECD countries’ average. Results from multi-level modelling and the Johnson-Neyman technique suggest no simple and convincing trade-offs between students’ well-being and academic competencies. While the relationships between two hedonic well-being indicators and reading performance are inverted U-shaped, the relationship between eudemonic well-being and reading performance is U-shaped. Additionally, all three well-being indicators show predominantly positive associations with reading self-concept. These results underscore the importance of considering the multi-faceted nature of student well-being and challenge assumptions regarding trade-offs between well-being and academic competencies.</p>","PeriodicalId":47682,"journal":{"name":"Child Indicators Research","volume":"8 1","pages":""},"PeriodicalIF":2.0000,"publicationDate":"2024-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Child Indicators Research","FirstCategoryId":"90","ListUrlMain":"https://doi.org/10.1007/s12187-024-10146-1","RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"SOCIAL SCIENCES, INTERDISCIPLINARY","Score":null,"Total":0}
引用次数: 0
Abstract
Recent research has shown a growing interest in understanding the relationship between students’ well-being and their academic achievement. However, many studies have narrowly focused on the linear relationship and hedonic well-being, such as life satisfaction and positive affect, leading to ambiguous results regarding the association between well-being and academic performance. Concerns persist about potential trade-offs between well-being and academic success, particularly with Chinese students often perceived as sacrificing well-being for academic excellence. This study adopts a broader perspective, considering both hedonic (measured by life satisfaction and positive affect) and eudemonic well-being (measured by meaning in life) to investigate the well-being of students from mainland China. Additionally, it examines the linear and curvilinear relationship between these well-being indicators and two academic competencies: reading performance and reading self-concept. Utilizing data from 12,058 mainland Chinese students (47.9% girls) who participated in PISA 2018, the findings reveal that mainland Chinese students exhibit lower levels of life satisfaction but higher levels of positive affect and meaning in life compared to the OECD countries’ average. Results from multi-level modelling and the Johnson-Neyman technique suggest no simple and convincing trade-offs between students’ well-being and academic competencies. While the relationships between two hedonic well-being indicators and reading performance are inverted U-shaped, the relationship between eudemonic well-being and reading performance is U-shaped. Additionally, all three well-being indicators show predominantly positive associations with reading self-concept. These results underscore the importance of considering the multi-faceted nature of student well-being and challenge assumptions regarding trade-offs between well-being and academic competencies.
最近的研究表明，人们越来越有兴趣了解学生的幸福感与学业成绩之间的关系。然而，许多研究狭隘地关注线性关系和享乐性幸福感，如生活满意度和积极情感，导致幸福感与学业成绩之间关系的结果模糊不清。人们对幸福感与学业成绩之间的潜在权衡一直存在担忧，特别是中国学生常常被认为是在牺牲幸福感来换取学业成绩。本研究采用了更广阔的视角，同时考虑了享乐型幸福感（以生活满意度和积极情感为衡量标准）和优裕型幸福感（以生活意义为衡量标准），以调查中国大陆学生的幸福感。此外，该研究还探讨了这些幸福感指标与阅读成绩和阅读自我概念这两种学习能力之间的线性和曲线关系。利用参加2018年国际学生评估项目（PISA）的12,058名中国大陆学生（47.9%为女生）的数据，研究结果显示，与经合组织国家的平均水平相比，中国大陆学生的生活满意度较低，但积极情感和生活意义的水平较高。多层次建模和约翰逊-奈曼（Johnson-Neyman）技术的结果表明，学生的幸福感和学业能力之间并没有简单而令人信服的权衡关系。两个享乐型幸福指标与阅读成绩之间的关系呈倒 U 型，而优裕型幸福指标与阅读成绩之间的关系呈 U 型。此外，所有三个幸福感指标都与阅读自我概念呈正相关。这些结果凸显了考虑学生幸福感多面性的重要性，并挑战了关于幸福感与学业能力之间权衡的假设。
期刊介绍：
Child Indicators Research is an international, peer-reviewed quarterly that focuses on measurements and indicators of children''s well-being, and their usage within multiple domains and in diverse cultures. The Journal will present measures and data resources, analysis of the data, exploration of theoretical issues, and information about the status of children, as well as the implementation of this information in policy and practice. It explores how child indicators can be used to improve the development and well-being of children. Child Indicators Research will provide a unique, applied perspective, by presenting a variety of analytical models, different perspectives, and a range of social policy regimes. The Journal will break through the current ‘isolation’ of academicians, researchers and practitioners and serve as a ‘natural habitat’ for anyone interested in child indicators. Unique and exclusive, the Journal will be a source of high quality, policy impact and rigorous scientific papers. Readership: academicians, researchers, government officials, data collectors, providers of funding, practitioners, and journalists who have an interest in children’s well-being issues.
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