ArticleFrontiers in psychology2022
The "Trade-Off" of Student Well-Being and Academic Achievement: A Perspective of Multidimensional Student Well-Being.
Article in Frontiers in psychology, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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4 citing papers in PubMed.
- Academic performance and college students' subjective well-being.Frontiers in public health · 2026Article
- The impact of family capital differences on music majors' academic achievement: an empirical analysis based on structural equation model.Frontiers in psychology · 2026Article
- Healthy lifestyle promote Chinese university students' well-being: a cross-sectional network analysis.BMC public health · 2025Article
- The Influence of Multiple Factors on Musicology Doctoral Students' Academic Performance: An Empirical Study Based in China.Behavioral sciences (Basel, Switzerland) · 2024Article
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5 authors.
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Abstract
Student well-being and its relationships with academic achievement in China have not been well-investigated. This study aimed at investigating student well-being and the trade-off of the well-being and academic achievement with a sample of 1,353 Chinese high-school students from four cities in China during coronavirus disease 2019 (COVID-19) pandemic period. The six dimensions of well-being (academic, psychological, self, physical, social, and spiritual) were utilised to test the relationships with three subjects including Mathematics, English, and Chinese using a quantitative analysis. In this study, the relationships between six dimensions of well-being and three academic subject achievements were tested in one statistical model. Results showed that spiritual well-being was ranked the highest, followed by psychological, physical, self, and social well-being. Students gave the lowest ranking to academic well-being. The two significant paths identified were between spiritual well-being and two subjects, namely, Chinese and Mathematics. It is interesting to note that the other five dimensions of well-being were significantly associated with any subjects and English was not significantly related to any dimensions of well-being in this study. Our findings suggested that policymakers and other stakeholders should avoid an "all or nothing" mindset on practice when considering well-being as a multidimensional construct.
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