THE WELL-BEING OF ACADEMICALLY RESILIENT STUDENTS IN GERMANY Reanalysis of PISA 2015 data using Structural Equation Modeling

Abstract

Aim: This study aims at investigating the well-being of academically resilient students, as well as examining a possible effect of well-being on achievement. In doing so, this study attempts at contributing to a smaller research gap concerning the well-being of academically resilient students. Theory: The combination of Bronfenbrenner’s theory of child development and the definition of health as stated by the World Health Organisation is building the theoretical framework of this study, and thus, provides the base for the multi-dimensional measurement tool of well-being, as well as for other methodological and analytical choices. Method: With the use of SPSS for data management and bivariate analysis, and Mplus Software for Structural Equation Modeling (SEM), the German PISA 2015 dataset was reanalyzed to, in a first step, investigate the overall level of well-being and, in a second step, test possible effects of student well-being on achievement. A complex comparison of academically resilient students with not only the average student but also with students from different socio-economic backgrounds and achievement levels (nine sub-groups in total) allowed for an in-depth analysis. Results: The results of this study suggest, inter alia, that academically resilient students report higher motivation and lower test anxiety than their disadvantaged peers as well as being less exposed to (perceived) unfair treatment by the teacher. Results from the structural equation modeling indicate that, contrary to other subgroups, the group of academically resilient students shows neither direct nor indirect effects of well-being on achievement.