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Individual and Contextual Determinants of Primary and Early Secondary School Students’ School Well-being: A Discriminant Analysis and Cross-lagged Panel Model Approach

Author

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  • Juliane Schlesier

    (Carl Von Ossietzky University of Oldenburg
    Carl Von Ossietzky University of Oldenburg)

  • Ramona Obermeier

    (Johannes Kepler University of Linz
    Johannes Kepler University of Linz)

Abstract

Previous studies have explored links between students’ school well-being and their performance, motivation, and emotions, but have only rarely identified the specific factors that characterize students with particularly high or low well-being in school. This study aims to help narrow this research gap by: (1) identifying those individual and contextual factors that contribute to particularly high or low levels of students’ well-being at school; and (2) drawing some causal conclusions of special interest to educators and stakeholders. In this context, two samples of primary and lower secondary school students (Sample 1: 635, Sample 2: 118 respectively) were asked via a questionnaire about contextual factors (perceived autonomy support and perceived competence support) and individual factors (school-related helplessness, gender, immigration background, need for additional support, and the emotion regulation strategies ‘reappraisal’ and ‘suppression’). The questionnaire was administered to Sample 1 at one point of time and Sample 2 at two separate time points (t1 and t2). The results of the MANOVA and discriminant analysis (Sample 1, cross-sectional) indicate that students’ well-being at school is determined primarily by their levels of school-related helplessness, their suppression of emotions, and their perceptions of autonomy and competence support provided by their teachers. The cross-lagged panel model (CLPM) (Sample 2, longitudinal) supports the fact that the use of the emotion regulation strategy ‘suppression’, in particular, inhibits the development of a high level of well-being at the beginning of the school year. These findings are especially relevant, as they demonstrate the possibility of utilizing data collected for purposes other than assessing students’ school well-being, to address related questions.

Suggested Citation

  • Juliane Schlesier & Ramona Obermeier, 2025. "Individual and Contextual Determinants of Primary and Early Secondary School Students’ School Well-being: A Discriminant Analysis and Cross-lagged Panel Model Approach," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 18(4), pages 1875-1903, August.
    • Handle: RePEc:spr:chinre:v:18:y:2025:i:4:d:10.1007_s12187-025-10239-5
    DOI: 10.1007/s12187-025-10239-5
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    References listed on IDEAS

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    1. Wang Liu & Jie Mei & Lili Tian & E. Huebner, 2016. "Age and Gender Differences in the Relation Between School-Related Social Support and Subjective Well-Being in School Among Students," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 125(3), pages 1065-1083, February.
    2. Schlesier, Juliane & Roden, Ingo & Moschner, Barbara, 2019. "Emotion regulation in primary school children: A systematic review," Children and Youth Services Review, Elsevier, vol. 100(C), pages 239-257.
    3. Anna Choi, 2018. "Emotional well-being of children and adolescents: Recent trends and relevant factors," OECD Education Working Papers 169, OECD Publishing.
    4. Janka Goldan & Lena Nusser & Michael Gebel, 2022. "School-related Subjective Well-being of Children with and without Special Educational Needs in Inclusive Classrooms," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 15(4), pages 1313-1337, August.
    5. Thea Toft Amholt & Jesper Dammeyer & Rhonwyn Carter & Janni Niclasen, 2020. "Psychological Well-Being and Academic Achievement among School-Aged Children: a Systematic Review," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 13(5), pages 1523-1548, October.
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