Psychological Well-Being of Senior Secondary School Students: Does Type of School and its Interaction with Academic Achievement level Matter?
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2021-4419-AJE
1 Psychological Well-Being of Senior Secondary School
2 Students: Does Type of School and its Interaction with
3 Academic Achievement level Matter?
4
5 Adolescence is a key developmental period that is characterized by many
6 transformations. The majority of people in India are unaware of the
7 importance of health and human potential. They are unaware of their
8 characteristics that can assist them in flourishing. The aim of the present
9 study was to assess Psychological Well-Being (PWB) of school adolescents,
10 in relation to type of school and their academic achievement. For carrying
11 out the study, a total of 519 students from various senior secondary schools
12 in the Kashmir valley's Kulgam and Anantnag districts were selected by
13 utilizing multi-stage stratified sampling technique. The tool of Psychological
14 Well-Being Scale (PWBS); developed and standardized by Dr. Devendra
15 Singh Sisodia and Ms. Pooja Choudhary (2012) was used. The marks
16 obtained by the students in the board examination conducted by the Jammu
17 and Kashmir Board of School Education (JKBOSE) served as the measure of
18 academic achievement. The data obtained through the tool and the marks of
19 the students were then analyzed by using 2×3 ANOVA with the help of SPSS
20 version 22. The results were obtained by the appropriate statistical
21 techniques and in the end some suggestions and educational implications as
22 per the results were also discussed to realize the psychological well-being of
23 the school students.
24
25 Keywords: psychological well-being, academic achievement, type of school,
26 senior secondary students
27
28
29 Introduction
30
31 One of the global goals adopted by UN in 2015 termed as Sustainable
32 Development goals is well-being (UN 2015). Well-being is the most important
33 goal of individuals and societies to achieve, from the very beginning and it will
34 remain forever. It is one of the most important goals of the humanity to fulfill,
35 as it is the pre-requisite for all other things to be achieved. Without this, no
36 other goal/target can be achieved. Without this, a person cannot deliver his
37 bestowed potentialities in his hundred percent. In literature, so many terms
38 have been used to represent this well-being. These terms are happiness,
39 satisfaction, quality of life, mental health, hope etc which are used
40 synonymously and interchangeably.
41 In the view of Ryan and Deci (2001) the construct of well-being is a
42 complex concept that refers to optimal psychological experience and
43 functioning. The field of well-being witnessed the formulation of two traditions
44 or paradigms that are relatively distinct yet overlapping. The first one is labeled
45 as hedonism (Kahneman et al., 1999) according to which; well-being consists
46 of happiness or pleasure and the second tradition is labeled as eudaimonism
47 (Waterman, 1993) which maintains that well-being lies in the fulfillment of
12021-4419-AJE – 17 AUG 2021
1 one’s daimon or true nature. It lies in the achievement of human potentials.
2 According to Aristotle, daimon refers to potentialities of a person, the
3 achievement of which leads to greatest fulfillment. Efforts to live as per one’s
4 daimon and the congruence between this with the life activities lead to the
5 experience of eudaimonia.
6 On the basis of the existing classification, some authors (Keyes, Shmotkin
7 &Ryff, 2002) use the construct of subjective well-being (SWB) as the main
8 representative of hedonic paradigm, taking a distinct interest in studies of
9 affections and satisfaction with life. While the construct of psychological well-
10 being (PWB) was taken to represent eudaimonic tradition or paradigm,
11 focusing and highlighting on the development of skills and personal growth,
12 both the paradigms or traditions conceived as key indicators of positive
13 functioning (Diaz, et al., 2006). Subjective well-being is widely accepted as the
14 sum total of life satisfaction (the cognitive component) plus positive affect
15 minus negative affect (the affective components of life). In common terms, this
16 is everyday “happiness”. On the other hand, PWB denotes engagement with
17 and full participation in the challenges and opportunities of life. SWB and
18 PWB generally are moderately correlated, not same. Further, although they
19 may typically be representative of optimal functioning out-comes, again, it is
20 not necessarily always so.
21
22 Psychological Well-Being and Academic Achievement of Students
23
24 A student is the most valuable asset of any country. They are the future of
25 a nation, who after completion of their studies, join different sectors of a
26 country and starts contributing towards the development of country’s economy.
27 As there is competition, there are high expectations for students to be
28 academically good. Owing to this, students are under immense pressure and
29 often they may be stressed and strained. This may be the cause of various other
30 ill sides of their lives. Thus, there is a need for evaluating the role of well-being
31 in relation to academic achievement. Educationists throughout the world have
32 stressed the need for positive education because of the stressed life. There is an
33 evidence of an emerging body of research showing how the academic
34 performance and social and emotional characteristics of a person are related
35 (Elias & Arnold, 2006; Payton, et al., 2000; Jiménez & López-Zafra, 2009).
36 Emotions have an influential and contributing role within the classroom and
37 are directly associated with learning, cognitive processes and performance of
38 students. The benefits of emotions regulated positively have tremendous effects
39 like increased motivation and effort; they are related to improved cognition,
40 increased self-regulation. Positive emotions in the students have been found to
41 be associated with improved grades and examination scores for them (Pekrun,
42 Goetz, Titz, & Perry 2002). Flourishing as found in schools means feeling and
43 doing good, feeling good depicts the value of a life high on positive emotions
44 and engaging experiences whereas doing good depicts functioning effectively,
45 being connected in life, overcoming challenges of life and contribute
46 meaningfully to others (Keyes & Annas, 2009). The students who are
22021-4419-AJE – 17 AUG 2021
1 flourishing report higher grades, better self-control and less procrastination
2 than the students who are moderately mentally healthy (Howell,
3 2009).Similarly, the students with the highest well-being at one-time point of
4 their life showed the strongest academic performance (grade point average)
5 and the lowest rates of their school absences one year later (Suldo, Thalji, &
6 Ferron, 2011). Research has shown that students who find school a good,
7 positive social experience also show strong academic performances. The other
8 variable of great importance toward the well-being of students is a positive
9 accomplishment; it not only helps in achieving academic pursuits but overall
10 growth and development of the student. People who have the ability to
11 understand and can control their emotions tend to maintain a better outlook on
12 life and experience better psychological health (Schutte et al., 2002). Life
13 satisfaction is regarded as a predictor of overall happiness and psychological
14 well-being (Spector, 2003). Psychological well-being has been found to be
15 related to emotional intelligence. Several authors have theorized that high
16 emotional intelligence would lead to better feelings of psychological well-
17 being (Goleman, 1995; Salovey & Mayer, 1990; Saarni, 1999).One positive
18 emotion can create psychological broadening and increases the likelihood that
19 an individual will find positive meaning in subsequent events, and experience
20 additional positive emotions in the future (Fredrickson & Joiner, 2002).
21 Positive emotions evoke upward spirals toward emotional well-being
22 (Fredrickson & Joiner, 2002). It can be inferred that literature and research
23 suggests a relationship between emotional intelligence and overall success
24 (well-being and academic performance). Research that addresses the
25 connectedness between socio-emotional features and academic performance
26 has consistently found that better levels of emotional intelligence have
27 association with higher psychological and emotional well-being and less
28 anxiety and depressive symptoms (Jiménez & Lopez-Zafra, 2009).
29 Overall being in a fully-functional state for students is important; if
30 students are expected to deliver their best and deal with new and ongoing
31 problems. Moreover, being in a condition of their knowing weaknesses and
32 strengths promotes the attitude among students that what they are doing is
33 important and accepting the challenge is necessary for personal and
34 professional growth.
35 Day by day, students face increasing pressure and demand from the
36 stakeholders to succeed academically today, especially in highly selective,
37 private and academically rigorous institutes. Researchers have examined the
38 relationship between students’ academic achievement and psychological well-
39 being, and till now research focusing on this relationship has shown conflicting
40 results. In today’s highly competitive world, students face different academic
41 challenges both in and outside the school. Such competitive environment at
42 times makes the students bold and strong and at times makes them feel
43 stressful, worried and anxious. Fear of failure, building self-identity, high level
44 of competition, choosing streams etc are some of the examples of the problems
45 faced by students at the senior secondary school level. In such circumstances,
46 their psychological well-being becomes the subject matter to be studied.
32021-4419-AJE – 17 AUG 2021
1 Present research focuses on studying the psychological well-being of the senior
2 secondary students in relation to type of school and its interaction with
3 academic achievement level. Although, the research carried out before did not
4 conclude consistent correlations, latest studies have reported a positive
5 relationship between adolescents’ academic achievement and psychological
6 well-being (e.g., Kirkcaldy et al., 2004).Therefore, investigators have stressed
7 the importance of studying any underlying mechanisms and potential
8 moderating variables of this relationship (Suldo et al., 2006). The earlier
9 studies on students’ well-being and academic achievement have been criticized
10 for not taking into consideration any contextual information (Suldo et al.,
11 2006), studies concentrating on potentially moderating variables (contextual
12 information) of this kind such as type of school or socio-economic background,
13 Psychological Well-being of Senior Secondary School Students have not been
14 carried out yet. To address this research gap, the present study set out to
15 examine whether the type of school, moderated/ affected the relationship
16 between students’ academic achievement and psychological well-being.
17
18
19 The Study
20
21 The present study aimed at examining the psychological well-being of
22 school students in relation to type of school and academic achievement levels
23 in the Kashmir valley of India. The study attempted to address two research
24 objectives.
25
26 Objectives
27
28 To study psychological well-being of senior secondary students based
29 on the type of school.
30 To study the interaction between the academic achievement levels
31 (groups) and type of school in terms of the psychological well-being of
32 senior secondary school students.
33
34 Null- Hypotheses
35
36 There is no significant difference between senior secondary students’
37 psychological well-being based on the type of school.
38 There is no significant interaction effect between the academic
39 achievement levels (groups) of the senior secondary students and the
40 type of school in terms of their psychological well-being.
41
42021-4419-AJE – 17 AUG 2021
1 Methodology
2
3 The survey of schools which falls under the broad descriptive
4 methodology was used to get the required data for analysis.
5
6 Population
7
8 The population for the present study was all the senior secondary school
9 students of Kashmir valley affiliated to the Jammu and Kashmir Board of
10 School Education (JKBOSE).
11
12 Sample
13
14 The survey of senior secondary schools for data collection was carried
15 with the permission from head of the schools and consent of students. Out of
16 the data collection, a total of 519 students were selected from the Kulgam and
17 Anantnag districts of Kashmir valley, affiliated to the Jammu and Kashmir
18 Board of School Education (JKBOSE).The sampling technique utilized for
19 getting the appropriate representative of the population was Multistage
20 stratified random sampling. The criterion for stratification was type of school.
21 The different stages of sample selection were the selection of districts,
22 educational zones, senior secondary schools and finally the students who were
23 stratified on the basis of nature of school.
24
25 Tools for Data Collection
26
27 Psychological Well-Being Scale (PWBS) developed and standardized by
28 Dr. Devendra Singh Sisodia and Ms. Pooja Choudhary (2012) was
29 administered to collect the data about PWB. For assessing academic
30 achievement; the marks obtained by these senior secondary school students in
31 the board examination conducted by JKBOSE were requested to fill in the
32 information sheet for analysis purpose. It is necessary to mention here that the
33 total sample of senior secondary school students was divided into three groups
34 on the basis of marks obtained. These are (a) High achievement group. (b)
35 Average achievement group and (c) Low achievement group. The academic
36 achievement for the present study was assessed through the marks obtained by
37 the 11th class students of their 10th class examination conducted by the
38 JKBOSE in the year 2014-2015. The marks of the sampled students were get
39 through the information sheets in which they were requested to write their
40 marks obtained in the class 10th examination conducted by JKBOSE and were
41 also cross-checked with the official record. These marks were then converted
42 to standard scores (T scores) by changing raw scores to standard scores using
43 the formula:
44
45 , where
46 X= Raw score,
52021-4419-AJE – 17 AUG 2021
1 M= Mean of raw score,
2 σ = Standard deviation of the raw score.
3
4 Formation of High Achievement Group (HA), Average Achievement Group
5 (AA) and Low Achievement Group (LA)
6
7 Based on the marks obtained in the Examination, the students were
8 classified into three groups, viz., High, Average, and Low. The Mean (M) and
9 Standard Deviation ( of the distribution of scores on academic achievement
10 for the whole sample were calculated for the purpose of formation of groups.
11 The students whose marks were at or above (M + /2) were grouped as a High
12 group and those students whose marks were at or below (M - /2) were
13 grouped as Low. Those students whose marks were in between (M + /2) and
14 (M - /2) were grouped as Average.
15
16
17 Analysis and Interpretation
18
19 For the analysis of an objective 1 and 2 stated as:
20
21 “To study psychological well-being of senior secondary students based on
22 the type of school.”
23 “To study the interaction between the academic achievement levels
24 (groups) and type of school in terms of the psychological well-being of
25 senior secondary school students.”
26
27 The Null hypotheses formulated for their empirical testing as follows:
28
29 Null Hypothesis 1
30
31 There is no significant difference between senior secondary students’
32 psychological well-being based on the type of school.
33
34 Null Hypothesis 2
35
36 There is no significant interaction effect between the academic
37 achievement levels (groups) of the senior secondary students and the type of
38 school in terms of their psychological well-being.
39 For the empirical testing of Null Hypotheses 1 and 2; two-way ANOVA
40 was applied and the results are shown in table 1.Two-way analysis of variance
41 yields one main effect of the type of school and one interactional effect which
42 are presented in the table 1 as under:
43
44
45
46
62021-4419-AJE – 17 AUG 2021
1 Table 1. Summary of 2×3 (ANOVA) Factorial Design for the scores of the
2 Psychological Well-Being according to the levels of Academic Achievement
3 and the Type of School
Sum of Mean
Source N Mean Df F Sig.
Squares Square
14
Private 194.15
Type of 3 780.780
1 780.780 2.092 .149**
school Governme 37
194.36
nt 6
18
High 200.81
3
.000*
17 10500.026 2
Achieveme Average 192.32 5250.013 14.070
3
nt levels
16
Low 189.09
3
231.183
2 115.591 .310 .734**
Type of school × Achievement levels
191420.443 513
Error 373.139
Total 19799270.000 519
4 *Significant at 0.01 level
5 ** Insignificant
6
7 On observing the above table 1, it can be inferred that the F value for the
8 type of school (F=2.092, P>0.01) is insignificant at 0.01 level, which confirms
9 that there is no significant difference between private school students and
10 government school students in terms of the psychological well-being. Hence,
11 the Null hypothesis 1, which states that there is no significant difference
12 between senior secondary students’ psychological well-being based on the type
13 of school, stands accepted. Again, from the perusal of the table 1, it is also
14 clear that there is no combined effect of type of school and achievement levels
15 of students on the psychological well-being of students (F=.310, P>0.05).
16 However, there is a significant effect of academic achievement levels on the
17 psychological well-being of students, but on combining with the type of
18 school, the results are not significant. The plot (Figure 1), shows that it is an
19 additive model as the lines are almost parallel with each other. With the
20 increase of achievement of students, the psychological well-being of
21 government school students also increases with it. However, in private school
22 students it remains constant up to average level then increases. So, how
23 psychological well-being of students changes with the type of school does not
24 depend on the level of achievement and vice versa. At low level of
25 achievement, both private and government school students have an almost
26 same score of psychological well-being. However, there is a higher difference
27 at average and high achievement levels. The Null hypothesis 2, which states
28 that there is no significant interaction effect between the academic achievement
29 levels (groups) of the senior secondary students and the type of school in terms
30 of their psychological well-being stands, accepted.
31
32
33
72021-4419-AJE – 17 AUG 2021
1 Figure 1. Interactional Effect of the Type of school and the Achievement levels
2 on the Psychological Well-being of students
3
4
5
6 Findings of the Study
7
8 Through the study the following main things has been found:
9
10 An insignificant difference of psychological well-being was found
11 between the private and government school students.
12 The insignificant interaction was found between type of school and
13 academic achievement levels in science on the Psychological well-
14 being of senior secondary school students.
15
16
17 Discussion
18
19 The investigator presents the discussion of the findings objective-wise/
20 hypotheses-wise as under:
21 In terms of the difference in psychological well-being between
22 government and private school students, it was found that there is no statistical
23 significant difference in their mean scores. Rapheal and Paul (2014) found that
24 the type of school has no effect on the psychological well-being of students in
25 both government and private schools. Previous research has also revealed that
26 government students exhibit significantly higher levels of overt anxiety than
27 their private school counterparts. Students in government schools are more
28 stressed by academic pressure than private students, but this could be due to the
82021-4419-AJE – 17 AUG 2021
1 fact that private students are taught to be more cautious in their emotional
2 expression.
3 The interactional effect between type of school and academic achievement
4 levels in the science of senior secondary school students towards the
5 psychological well-being is statistically insignificant. The study agrees with the
6 assertion that difference in academic achievement levels may exist on
7 psychological well-being but the type of school is capable of neutralizing the
8 difference in psychological well-being among different academic achievement
9 levels of students. Hence, the difference that existed in psychological well-
10 being between academic achievement levels reduced drastically after
11 combining with the type of school. So, investigators can say that the school
12 type has a role in reducing the effect of achievement levels on the level of
13 psychological well-being of students. This may be explained or justified on the
14 ground that different types of schools have different facilities in them which
15 are capable of neutralizing the effect on the psychological well-being of senior
16 secondary school students.
17
18
19 Educational Implications
20
21 All the researches whether of past or future are always directed toward the
22 generation of knowledge which is helpful for the comfort of human beings,
23 their existence, explanation of things etc. A piece of research is said to be
24 meaningful and relevant if its findings help in solving immediate and future
25 problems of human beings. In the case of education, the research should be
26 helpful and fruitful in terms of enhancing the endeavors of education for which
27 the process of education was established or in other words to reach the goals of
28 education. All the efforts of educational machinery must be aimed at enhancing
29 the academic achievement of students for the benefit of human progress and
30 national development. At the same time, it is equally important to achieve the
31 formulated goals of education in terms of academic achievement as it indirectly
32 affects the aim of the education. Keeping all the things of research in view, the
33 present study was undertaken to determine the effect of psychological well-
34 being of senior secondary school students on their type of school.
35 The findings of the study call for serious efforts from all the stakeholders
36 to enhance the educational aspiration of adolescents in the form of
37 achievement. The investigator on the basis of the findings has found following
38 implications, which might be of educational relevance in the future.
39 The findings emerged from the study clearly highlighted the
40 interrelatedness of academic achievement and the psychological well-being of
41 senior secondary school students. The higher the achievement, the better is the
42 psychological well-being. It may, therefore, be implied that efforts need to be
43 focused on enhancing the well-being of students for better educational
44 development. The efforts for the educational development of students either by
45 state, school or other agencies need to be enhanced and should be given more
46 impetus. The finding emphasizes the perspective of positive education which
92021-4419-AJE – 17 AUG 2021
1 says that cultivating well-being actually improves student’s learning and
2 academic performance. It is, therefore, implied that there should be regular
3 assessment tests of psychological well-being of students so that students with
4 lower well-being scores could be identified and various techniques could be
5 used to enhance their psychological well-being. Hence, the present research
6 suggests that to enhance the academic achievement, enhance psychological
7 well-being of students. The research highlights the importance of promoting
8 health and well-being as an integral part of a school effectiveness strategy and
9 highlights the important contribution of a whole-school approach. A whole
10 school approach is one that encompasses all aspects of a school's life, including
11 culture, ethos, and environment. The health and well-being of students and
12 staff is promoted through the "hidden" or "informal" curriculum, which
13 includes leadership practice, the school's values and attitudes, as well as the
14 social and physical environment. Learning and teaching: using the curriculum
15 to develop pupils’ knowledge, attitudes and skills about health and well-being.
16 Partnerships with families and the community: proactive engagement with
17 families, outside agencies and the wider community to promote consistent
18 support for children and young people’s health and well-being.
19 It is been found that the type of school has no impact on the level of
20 psychological well-being. So, it is suggested that emphasis should be laid more
21 on improving the school environment (both private and government schools). It
22 is suggested that a healthy learning environment should be developed and
23 sustained throughout the year. According to experts one of the most effective
24 ways to do this is to try to avoid issues from arising in the first place. But when
25 problems arise doing an appropriate response is important. For all this, there
26 should be the separate staff of maintaining the safe environment in schools.
27 They should have only the job of observing and aiming in making environment
28 good for whole school approach. Create a "trouble-free" zone at your school
29 where only good, upbeat news about faculty, students and issues can be
30 communicated. The students would be cooperative in learning with each other
31 to improve the classroom climate. Getting and giving positive feedback in the
32 school about one another is the most direct way; each of us can create a school
33 climate conducive to high achievement and happiness. In the schools, the
34 students should be engaged in project-based learning, connected by integrated
35 studies, should share learning that is cooperative learning and expand the
36 things by comprehensive assessment. The teachers should coach and make
37 students learn through acting as intellectual and emotional guide and consider
38 teaching as an apprenticeship. The present schools should adopt technology
39 and reorganize resources. The schools should involve parents and include the
40 community as partners in the mission. Provide choice to students, whenever
41 possible to be responsive to students’ interests and preferences. School should
42 have communicated clear expectations for learning and behavior. They should
43 ensure that expectations are age appropriate and the students are held
44 accountable. Goals should be clearly described for the lesson and how the
45 information relates to students and the real world. School should use interactive
46 and experiential activities, such as group discussions, problem-solving and
102021-4419-AJE – 17 AUG 2021
1 role-playing to engage students in learning and help them personalize the
2 information. Engage and involve students in appropriate leadership positions in
3 the classroom and in the institutes and provide avenues and opportunities for
4 their voices and opinions to be heard. For example; explain about rules of the
5 system and consequences of violation and include students democratically in
6 the decision-making process for them. Encourage open, respectful
7 communication about varying viewpoints. Create opportunities for students to
8 challenge and debate can teach respect for diverse opinions and perspectives.
9 Engage students in talking about how they learn the best and what strategies
10 help the most in learning. Then commit to embedding this view of students into
11 pedagogy, whenever possible.
12
13
14 Conclusions
15
16 The presented study demonstrated an insignificant effect of the type of
17 school on the psychological well-being of senior secondary school students as
18 well as the insignificant interaction effect between the type of school and the
19 academic achievement levels. However, there is significant effect of the level
20 of achievement on the psychological well-being of the students. Therefore, the
21 study expands the understanding of the multi-dimensional context based model
22 of psychological well-being by examining the factors associated with it in the
23 senior secondary school students. The findings may provide a preliminary
24 foundation for follow-up work in designing novel and effective prevention
25 against mental illness and the maintenance of psychological well-being from
26 preventive and developmental perspectives.
27
28
29 Limitations
30
31 As the study sample was limited to senior secondary school students from
32 Kashmir valley only, we cannot generalize our findings to students from other
33 developmental stages as well as other geographical areas.
34
35
36 References
37
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