ArticleThe Journal of school health2018
Well-Being and Academic Achievement: Differences Between Schools From 2002 to 2010 in the Helsinki Metropolitan Area.
Article in The Journal of school health, 2018. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
What it found
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Who cites it
6 citing papers in PubMed.
- Study on the influence of family capital on Chinese adolescents' subjective well-being.Frontiers in psychology · 2022Article
- The Role of Academic Achievement in the Relationship between School Ethos and Adolescent Distress and Aggression: A Study of Ninth Grade Students in the Segregated School Landscape of Stockholm.Journal of youth and adolescence · 2021Article
- School quality ratings are weak predictors of students' achievement and well-being.Journal of child psychology and psychiatry, and allied disciplines · 2021Article
- Changes over time in mental health symptoms among adolescents in Tampere, Finland.Scandinavian journal of child and adolescent psychiatry and psychology · 2021Article
- Accumulated Disadvantage over the Lower Secondary School Years in Helsinki Metropolitan Area, Finland.International journal of environmental research and public health · 2020Article
- Changes in delinquency according to socioeconomic status among Finnish adolescents from 2000 to 2015.Scandinavian journal of child and adolescent psychiatry and psychology · 2019Review
Corrections and comments
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Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundWe studied school-level differences in academic achievement and well-being from 2002 to 2010 in the Helsinki Metropolitan Area, as well as the connection between academic achievement, well-being, and socioeconomic composition.
methodsThe School Health Promotion Study covered 109 schools and 78% of schoolchildren (N = 100,413; aged 14 to 16 years). Depression was measured with the modified Beck Depression Scale and academic achievement with the grade-point average. Trajectory analysis identified groups of schools that were as heterogeneous over time as possible.
resultsSix school trajectories differing in academic achievement and 3 in well-being were observed. Differences between the trajectories persisted over time. Academic achievement and well-being were related: schools on a poor achievement trajectory were more often on a low-well-being trajectory. The poor socioeconomic composition of students was more common in low-academic achievement and well-being trajectories.
conclusionsAcademic achievement and well-being differed between schools and are closely related to each other and to the school's socioeconomic composition. Differences between the schools did not increase over time. Educational policies aimed at reducing differences should address both academic achievement and well-being.
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