Students’ well-being, coping, academic success, and school climate

Viive-Riina Ruus1, Marika Veisson1, Mare Leino1, Loone Ots1, Linda Pallas1, Ene-Silvia Sarv1, Anneli Veisson1
1Tallinn University, Estonia
Cite this article:  Ruus, V. , Veisson, M. , Leino, M. , Ots, L. , Pallas, L. , Sarv, E. , & Veisson, A. (2007). Students’ well-being, coping, academic success, and school climate. Social Behavior and Personality: An international journal, 35, 919-936.

Volume 35 Issue 7 | e1622 | Published: August 2007 | DOI: https://doi.org/10.2224/sbp.2007.35.7.919

Abstract
Full Text
References
Tables and Figures
Acknowledgements
Author Contact

This article presents the results of a student survey conducted in 2004 at Tallinn University within the framework of the project “School as a developmental environment and students’ coping.” The questionnaire was completed by 3,838 7th, 9th and 12th grade students from 65 Estonian schools. The project arose from the need to prevent students from school drop-out and repeating grades. The main hypothesis was that by modifying a school’s social climate, one can either help or disable the development of students’ constructive coping strategies and thus support, or not, students’ academic success. Our most important conclusion is that the school climate parameters, especially the school value system and teachers’ attitudes toward students as perceived by the latter, influence students’ optimistic acceptance of life, their psychological and physiological well-being, and academic success.

Please login and/or purchase the PDF to view the full article.
Please login and/or purchase the PDF to view the full article.
Please login and/or purchase the PDF to view the full article.
Please login and/or purchase the PDF to view the full article.
Please login and/or purchase the PDF to view the full article.