Are students who are performing well academically, doing well also emotionally?

In a series of studies we have examined the interplay and developmental dynamics between student motivation, academic achievement, and well-being (Tuominen-Soini, Salmela-Aro, & Niemivirta, 2008, 2011, 2012). In our work we were interested in what kinds of achievement goal orientation profiles can be identified among secondary school students and how students with different motivational profiles vary regarding the level of general and academic well-being and academic achievement. Read more about these findings from an article in the latest PATHFINDER, The Pathways to Adulthood Newsletter (Issue 7, April 2014).

This study is part of the FinEdu project.

For more information, please contact Heta Tuominen-Soini.

Pathways to Adulthood -programme: http://www.pathwaystoadulthood.org/

References

Tuominen-Soini, H. (2012). Student motivation and well-being: Achievement goal orientation profiles, temporal stability, and academic and socio-emotional outcomes. Studies in Educational Sciences 245. University of Helsinki, Institute of Behavioural Sciences. Helsinki, Finland: Unigrafia. http://urn.fi/URN:ISBN:978-952-10-8201-6

Tuominen-Soini, H., Salmela-Aro, K., & Niemivirta, M. (2008). Achievement goal orientations and subjective well-being: A person-centred analysis. Learning and Instruction, 18, 251–266. http://dx.doi.org/10.1016/j.learninstruc.2007.05.003

Tuominen-Soini, H., Salmela-Aro, K., & Niemivirta, M. (2011). Stability and change in achievement goal orientations: A person-centered approach. Contemporary Educational Psychology, 36, 82–100. http://dx.doi.org/10.1016/j.cedpsych.2010.08.002

Tuominen-Soini, H., Salmela-Aro, K., & Niemivirta, M. (2012). Achievement goal orientations and academic well-being across the transition to upper secondary education. Learning and Individual Differences, 22, 290–305. http://dx.doi.org/10.1016/j.lindif.2012.01.002