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The current study aimed at investigating how well-being mediated the effects of socio-demographic characteristics on students’ academic achievement. The study was a secondary analysis of the OECD data from the Program for International Student Assessment (PISA) 2015 using the Hong Kong dataset as a case with a sample of 5276 secondary students from 138 schools. Results of the multilevel structural equation modeling (ML-SEM) indicated that the effects of gender, immigration status, and SES on academic achievement were mediated by different dimensions of well-being. Particularly, we found that joy and anxiety significantly mediated the gender effects on achievement in favor of boys. More specifically, students who experienced more joy and less anxiety achieved better. Anxiety fully mediated the relation between immigrant status and achievement. Furthermore, the positive effect of SES on achievement was mostly mediated through joy (positive) and life satisfaction (negative). This study extends theoretical understanding of how socio-demographic factors translate into achievement differences via well-being. Theoretical and practical implications are discussed.

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How Does Student’s Happiness Shapes Their Success? Uncovering the Role of Well-Being in Mediating the Effects of Socio-Demographic Background Characteristics on Students’ Academic Performance in Hong Kong

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  • 发表日期：

    2025年

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  • Junjun Chen,
  • Ronnel Bornasal King,
  • Yuyang Cai

摘要

The current study aimed at investigating how well-being mediated the effects of socio-demographic characteristics on students’ academic achievement. The study was a secondary analysis of the OECD data from the Program for International Student Assessment (PISA) 2015 using the Hong Kong dataset as a case with a sample of 5276 secondary students from 138 schools. Results of the multilevel structural equation modeling (ML-SEM) indicated that the effects of gender, immigration status, and SES on academic achievement were mediated by different dimensions of well-being. Particularly, we found that joy and anxiety significantly mediated the gender effects on achievement in favor of boys. More specifically, students who experienced more joy and less anxiety achieved better. Anxiety fully mediated the relation between immigrant status and achievement. Furthermore, the positive effect of SES on achievement was mostly mediated through joy (positive) and life satisfaction (negative). This study extends theoretical understanding of how socio-demographic factors translate into achievement differences via well-being. Theoretical and practical implications are discussed.