The relationship between perceived academic success and psychological resources of school well-being among high school students

Abstract

The aim of the study was to reveal the psychological resources of school well- being among 9th and 12th grade high school students. According to the school well-being theory (Hascher, 2004; 2008; 2010) there are some factors which play really important role in school well-being, for example objective, environmental factors and certain subjective factors. In this study we examined the subjective factors which have a strong connection to students’ well-being. In our study we measured 6 dimensions: (1) social- problem solving, (2) negative orientation, (3) coping, (4) perceived social support, (5) resilience and (6) time perspective between two age groups. 139 students from the 9th grade and 136 students from the 12th grade took part in the study. Based on the results, which mostly confirm the data from earlier research (Kasik, 2015; Kasik, Gál, & Tóth, 2018) there were significant differences in both age groups in solving style rationality and avoidance. In accordance with Mello and Worrel (2006) younger students can be characteristics with higher level of present hedonism, older students with higher level of future orientation. Students with higher academic achievement showed higher resilience and higher future orientation as well (Zimbardo & Boyd, 1999). Regression analyses also revealed that psychological resources have positive impact on perceived academic success and subjective well-being. These results can be useful for school psychologists in prevention work and realizing developmental goals in the future.