Socio-emotional well-being and academic achievement: evidence from a multilevel approach

Detalhes bibliográficos
Autor(a) principal: Berger,Christian
Data de Publicação: 2011
Outros Autores: Alcalay,Lidia, Torretti,Alejandra, Milicic,Neva
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Psicologia (Universidade Federal do Rio Grande do Sul. Online)
Texto Completo: http://old.scielo.br/scielo.php?script=sci_arttext&pid=S0102-79722011000200016
Resumo: Even though social and emotional well-being has been proposed as a main goal of education, its association with academic achievement is usually overlooked, particularly considering that educational institutions are requested to show academic outcomes, and thus their focus is on cognitive development and academic training. This study adopts a multilevel perspective to test this association among Chilean elementary students, considering features at individual (socio-emotional well-being, self esteem, and social integration) and social levels (classroom social climate and social network characteristics). Results show that socio-emotional variables, and particularly teachers' ratings of their students' self esteem, are associated with academic achievement. Interaction effects of individual and contextual variables are presented, and implications for research and interventions are discussed.
id UFRGS-5_18877198ca602b552f7191eeaf6880c0
oai_identifier_str oai:scielo:S0102-79722011000200016
network_acronym_str UFRGS-5
network_name_str Psicologia (Universidade Federal do Rio Grande do Sul. Online)
repository_id_str
spelling Socio-emotional well-being and academic achievement: evidence from a multilevel approachSocio-emotional wellbeingAcademic achievementMultilevelEven though social and emotional well-being has been proposed as a main goal of education, its association with academic achievement is usually overlooked, particularly considering that educational institutions are requested to show academic outcomes, and thus their focus is on cognitive development and academic training. This study adopts a multilevel perspective to test this association among Chilean elementary students, considering features at individual (socio-emotional well-being, self esteem, and social integration) and social levels (classroom social climate and social network characteristics). Results show that socio-emotional variables, and particularly teachers' ratings of their students' self esteem, are associated with academic achievement. Interaction effects of individual and contextual variables are presented, and implications for research and interventions are discussed.Curso de Pós-Graduação em Psicologia da Universidade Federal do Rio Grande do Sul2011-01-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersiontext/htmlhttp://old.scielo.br/scielo.php?script=sci_arttext&pid=S0102-79722011000200016Psicologia: Reflexão e Crítica v.24 n.2 2011reponame:Psicologia (Universidade Federal do Rio Grande do Sul. Online)instname:Universidade Federal do Rio Grande do Sul (UFRGS)instacron:UFRGS10.1590/S0102-79722011000200016info:eu-repo/semantics/openAccessBerger,ChristianAlcalay,LidiaTorretti,AlejandraMilicic,Nevaeng2011-08-08T00:00:00Zoai:scielo:S0102-79722011000200016Revistahttps://www.scielo.br/j/prc/ONGhttps://old.scielo.br/oai/scielo-oai.phpprc@springeropen.com1678-71530102-7972opendoar:2011-08-08T00:00Psicologia (Universidade Federal do Rio Grande do Sul. Online) - Universidade Federal do Rio Grande do Sul (UFRGS)false
dc.title.none.fl_str_mv Socio-emotional well-being and academic achievement: evidence from a multilevel approach
title Socio-emotional well-being and academic achievement: evidence from a multilevel approach
spellingShingle Socio-emotional well-being and academic achievement: evidence from a multilevel approach
Berger,Christian
Socio-emotional wellbeing
Academic achievement
Multilevel
title_short Socio-emotional well-being and academic achievement: evidence from a multilevel approach
title_full Socio-emotional well-being and academic achievement: evidence from a multilevel approach
title_fullStr Socio-emotional well-being and academic achievement: evidence from a multilevel approach
title_full_unstemmed Socio-emotional well-being and academic achievement: evidence from a multilevel approach
title_sort Socio-emotional well-being and academic achievement: evidence from a multilevel approach
author Berger,Christian
author_facet Berger,Christian
Alcalay,Lidia
Torretti,Alejandra
Milicic,Neva
author_role author
author2 Alcalay,Lidia
Torretti,Alejandra
Milicic,Neva
author2_role author
author
author
dc.contributor.author.fl_str_mv Berger,Christian
Alcalay,Lidia
Torretti,Alejandra
Milicic,Neva
dc.subject.por.fl_str_mv Socio-emotional wellbeing
Academic achievement
Multilevel
topic Socio-emotional wellbeing
Academic achievement
Multilevel
description Even though social and emotional well-being has been proposed as a main goal of education, its association with academic achievement is usually overlooked, particularly considering that educational institutions are requested to show academic outcomes, and thus their focus is on cognitive development and academic training. This study adopts a multilevel perspective to test this association among Chilean elementary students, considering features at individual (socio-emotional well-being, self esteem, and social integration) and social levels (classroom social climate and social network characteristics). Results show that socio-emotional variables, and particularly teachers' ratings of their students' self esteem, are associated with academic achievement. Interaction effects of individual and contextual variables are presented, and implications for research and interventions are discussed.
publishDate 2011
dc.date.none.fl_str_mv 2011-01-01
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://old.scielo.br/scielo.php?script=sci_arttext&pid=S0102-79722011000200016
url http://old.scielo.br/scielo.php?script=sci_arttext&pid=S0102-79722011000200016
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv 10.1590/S0102-79722011000200016
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv text/html
dc.publisher.none.fl_str_mv Curso de Pós-Graduação em Psicologia da Universidade Federal do Rio Grande do Sul
publisher.none.fl_str_mv Curso de Pós-Graduação em Psicologia da Universidade Federal do Rio Grande do Sul
dc.source.none.fl_str_mv Psicologia: Reflexão e Crítica v.24 n.2 2011
reponame:Psicologia (Universidade Federal do Rio Grande do Sul. Online)
instname:Universidade Federal do Rio Grande do Sul (UFRGS)
instacron:UFRGS
instname_str Universidade Federal do Rio Grande do Sul (UFRGS)
instacron_str UFRGS
institution UFRGS
reponame_str Psicologia (Universidade Federal do Rio Grande do Sul. Online)
collection Psicologia (Universidade Federal do Rio Grande do Sul. Online)
repository.name.fl_str_mv Psicologia (Universidade Federal do Rio Grande do Sul. Online) - Universidade Federal do Rio Grande do Sul (UFRGS)
repository.mail.fl_str_mv prc@springeropen.com
_version_ 1750134864443604992

Registros relacionados