Scholarlink

<p>This study investigates the relationship between psychological well-being and academic achievement among Swedish students using PISA 2018 data. Structural equation modeling (SEM) assessed four well-being measures (life satisfaction, eudaimonia, positive affect, and negative affect) in relation to achievement. After establishing measurement invariance, multiple-group SEM then compared patterns between resilient and nonresilient students. Quadratic terms were included to test for nonlinearity. Results revealed a complex and group-dependent interplay between psychological well-being and academic success. For the overall sample and nonresilient students, all aspects of well-being showed significant, curvilinear associations with achievement. Among resilient students, distinct patterns emerged: only life satisfaction exhibited a curvilinear association, while eudaimonia and negative affect were negatively associated, and positive affect was unrelated to achievement. These findings highlight the complex and often nonlinear nature of the relationship between psychological well-being and academic performance, and point to the need for tailored interventions that account for individual differences.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

The Differing Role of Psychological Well-Being in Academic Success Among Swedish Students

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年10月17日

查看全文
  • Deborah Elin Siebecke

摘要

This study investigates the relationship between psychological well-being and academic achievement among Swedish students using PISA 2018 data. Structural equation modeling (SEM) assessed four well-being measures (life satisfaction, eudaimonia, positive affect, and negative affect) in relation to achievement. After establishing measurement invariance, multiple-group SEM then compared patterns between resilient and nonresilient students. Quadratic terms were included to test for nonlinearity. Results revealed a complex and group-dependent interplay between psychological well-being and academic success. For the overall sample and nonresilient students, all aspects of well-being showed significant, curvilinear associations with achievement. Among resilient students, distinct patterns emerged: only life satisfaction exhibited a curvilinear association, while eudaimonia and negative affect were negatively associated, and positive affect was unrelated to achievement. These findings highlight the complex and often nonlinear nature of the relationship between psychological well-being and academic performance, and point to the need for tailored interventions that account for individual differences.