DOI: https://doi.org/10.14710/vol%25viss%25ipp%25p

Investigating the Relationship between Students' Wellbeing and Reading Achievement: A PISA 2018 Analysis of Indonesian Students' Reading Comprehension

1The University of Adelaide, Indonesia

2Universitas Samudra, Indonesia

3Institut Agama Islam Negeri Lhokseumawe, Indonesia

Received: 13 Feb 2023; Published: 23 Sep 2023.
Open Access Copyright (c) 2024 PAROLE: Journal of Linguistics and Education under http://creativecommons.org/licenses/by-sa/4.0.

Citation Format:
Abstract

Student wellbeing has emerged as one of predictors in improving student learning outcome. Studies have reported that resilience, sense of belonging, and eudaimonia are parts of student wellbeing constructs that contribute to higher student achievement. However, none of the studies tested the relationships between the three variables and student reading achievement. Therefore, this study aims to examine student wellbeing constructs of resilience, sense of belonging, eudaimonia, and the effects on these variables on students’ reading achievement. This study also attempts to provide structural model depicting the interrelationships between students’ wellbeing and student reading achievement. PISA 2018 Indonesia data were used in this study with the total sample of (n = 12,098) 15-year-old students in Indonesia. The data were analyzed by employing structural equation modeling (SEM) technique using IBM SPSS AMOS 26. The findings of this study revealed that resilience, sense of belonging, and eudaimonia significantly and directly influenced student reading achievement, and only eudaimonia had a significant negative impact on reading achievement. The study also indicated that sense of belonging is the best predictor of higher student reading performance

Fulltext View|Download View|Download Email colleagues
Keywords: Student wellbeing; Resilience; Sense of belonging; Eudaimonia; Reading Achievement

Article Metrics:

Article Info
Section: Research Article
Language : EN
Most cited articles
The Implication of Curriculum Renewal on ELT in Indonesia Back Cover COGNITIVISM AND ITS IMPLICATION IN THE SECOND LANGUAGE LEARNING Frontmatter Frontmatter More cited articles
  1. Ahmed, U., Umrani, W. A., Qureshi, M. A., & Samad, A. (2018). Examining the links between teachers
  2. support, academic efficacy, academic resilience, and student engagement in Bahrain. International Journal of Advanced and Applied Sciences, 5(9), 39-46
  3. Alam, A. (2022). Investigating sustainable education and positive psychology interventions in schools towards achievement of sustainable happiness and wellbeing for 21st century pedagogy and curriculum. ECS Transactions, 107(1), 19481
  4. Aldridge, J. M., Fraser, B. J., Fozdar, F., Ala’i, K., Earnest, J., & Afari, E. (2016). Students’ perceptions
  5. of school climate as determinants of wellbeing, resilience and identity. Improving Schools,
  6. (1), 5-26
  7. Baik, C., Larcombe, W., & Brooker, A. (2019). How universities can enhance student mental wellbeing:
  8. The student perspective. Higher Education Research & Development, 38(4), 674-687
  9. Buckley, P., & Doyle, E. (2016). Gamification and student motivation. Interactive learning environments, 24(6), 1162-1175
  10. Disabato, D. J., Goodman, F. R., Kashdan, T. B., Short, J. L., & Jarden, A. (2016). Different types of
  11. well-being? A cross-cultural examination of hedonic and eudaimonic well-being
  12. Psychological assessment, 28(5), 471
  13. Extremera, N., Ruiz-Aranda, D., Pineda-Galán, C., & Salguero, J. M. (2011). Emotional intelligence
  14. and its relation with hedonic and eudaimonic well-being: A prospective study. Personality and
  15. Individual Differences, 51(1), 11-16
  16. Gopalan, M., & Brady, S. T. (2020). College students’ sense of belonging: A national
  17. perspective. Educational Researcher, 49(2), 134-137
  18. Holton, N. S. (2016). Eudaimonia and Engagement in the Classroom: Using Experience Sampling in
  19. an Exploratory Study of Well-being in High School Students. Michigan State University
  20. Educational Psychology and Educational Technology
  21. Huppert, F. A., & So, T. C. (2013). Flourishing Across Europe: Application of a New Conceptual
  22. Framework for Defining wellbeing. Social Indicators Research, (3), 837-861
  23. Keyes, C. M., & Annas, J. (2009). Feeling good and functioning well: distinctive concepts in ancient
  24. philosophy and contemporary science. Journal Of Positive Psychology , 4 (3), 197-201
  25. Kryza-Lacombe, M., Tanzini, E., & O’Neill, S. (2019). Hedonic and eudaimonic motives: Associations
  26. with academic achievement and negative emotional states among urban college students
  27. Journal of happiness studies, 20(5), 1323-1341
  28. Kutsyuruba, B., Klinger, D. A., & Hussain, A. (2015). Relationships among school climate, school
  29. safety, and student achievement and well‐being: a review of the literature. Review of Education,
  30. (2), 103-135
  31. Lee, J. S. (2012). The effects of the teacher–student relationship and academic press on student
  32. engagement and academic performance.International Journal of Educational Research, 53,
  33. -340
  34. Mahar, A. L., Cobigo, V., & Stuart, H. (2013). Conceptualizing belonging. Disability and
  35. rehabilitation, 35(12), 1026-1032
  36. Noble, T., Wyatt, T., McGrath, H., Roffey, S., & Rowling, L. (2008). Scoping study into approaches to
  37. student wellbeing: Final report. Brisbane, QLD: Australian Catholic University and Erebus
  38. International
  39. Noble, T., & McGrath, H. (2012). Wellbeing and resilience in young people and the role of positive
  40. relationships. In Positive relationships (pp. 17-33). Springer, Dordrecht
  41. Noble, T., & McGrath, H. (2016). The PROSPER Framework for student wellbeing. In The PROSPER
  42. School Pathways for Student Wellbeing (pp. 25-95). Springer, Cham
  43. OECD (2017), PISA 2015 Results (Volume III): Students’ Well-Being, PISA, OECD Publishing, Paris
  44. http://dx.doi.org/10.1787/9789264273856-en
  45. OECD. (2019). PISA 2018 Assessment and Analytical Framework, PISA, OECD Publishing, Paris,
  46. https://doi.org/10.1787/b25efab8-en
  47. Peterson, C., & Seligman, M. E. (2004). Character strengths and virtues: A handbook and classification
  48. (Vol. 1). Oxford University Press
  49. Pietarinen, J., Soini, T., & Pyhältö, K. (2014). Students’ emotional and cognitive engagement as the
  50. determinants of well-being and achievement in school. International Journal of Educational
  51. Research, 67, 40-51
  52. Prewett, S. L., Bergin, D. A., & Huang, F. L. (2019). Student and teacher perceptions on student-teacher relationship quality: A middle school perspective. School Psychology International, 40(1), 66-87
  53. Price, D., & McCallum, F. (2016). Wellbeing in Education, in McCallum, F. & Price, D. Nurturing
  54. Wellbeing Development in Education. Routledge, UK
  55. Schreiber, J. B., Nora, A., Stage, F. K., Barlow, E. A., & King, J. (2006). Reporting structural equation
  56. modelling and confirmatory factor analysis results: a review. The Journal of educational
  57. research, 99(6), 323-337
  58. Schleicher, A. (2019). PISA 2018: Insights and Interpretations. OECD Publishing
  59. Schwartz, B., & Wrzesniewski, A. (2016). Internal motivation, instrumental motivation, and
  60. eudaimonia. In Handbook of eudaimonic well-being (pp. 123-134). Springer, Cham
  61. Seligman, M. (2011). Flourish: A New Understanding of Happiness and Wellbeing and How to Achieve Them. London, England: Nicholas Brealey Publishing
  62. Skinner, E. A., & Pitzer, J. R. (2012). Developmental dynamics of student engagement, coping, and
  63. everyday resilience. InHandbook of research on student engagement (pp. 21-44). Springer,
  64. Boston, MA

Last update:

No citation recorded.

Last update: 2026-07-03 00:57:49

No citation recorded.