Wellbeing, academic buoyancy and educational achievement in primary school students

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The study explored the relationship between student wellbeing and academic achievement among 7–11 years old students and whether the relationship was moderated by gender and deprivation. 1081 students in Northern Ireland participated in a crosssectional survey that captured data on academic achievement and a range of wellbeing indicators. Findings suggested the existence of an underlying wellbeing factor, which was positively related to achievement. The relationship was not moderated by gender and/or deprivation. Findings were explored using a model of ‘academic buoyancy’. There was no evidence that suggested efforts to improve achievement that focus on wellbeing should be targeted speci?cally at students in economically deprived areas or be modi?ed in terms of gender.
Original languageEnglish
Pages (from-to)239-248
Number of pages10
JournalInternational Journal of Educational Research
Early online date18 Jun 2013
Publication statusPublished - Jun 2013


  • Wellbeing
  • Educational achievement
  • Academic buoyancy
  • Deprivation
  • Gender

ASJC Scopus subject areas

  • Education


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