Investigating Adolescent Psychological Well-being in an Educational Context Using PISA 2018 Canadian Data

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ORIGINAL RESEARCH article

Front. Psychol.

Sec. Educational Psychology

Volume 15 – 2024 |
doi: 10.3389/fpsyg.2024.1416631

This article is part of the Research Topic Psychological Well-Being and Digitalization in Education View all 16 articles

Provisionally accepted

  • 1
    Carleton University, Ottawa, Canada
  • 2
    University of British Columbia, Vancouver, British Columbia, Canada
  • 3
    Ruppin Academic Center, Hadera, Israel

The final, formatted version of the article will be published soon.

    Adolescent psychological well-being has been identified as an important public health priority and one of the major challenges facing young people. However, few studies have examined Canadian adolescent well-being nationwide in the past decade and even fewer studies have examined this issue for immigrant adolescents. This study aims to investigate Canadian adolescent psychological well-being (PWB) via nationally representative data from the Programme for International Student Assessment (PISA) 2018. We explored what social and educational factors were critical in predicting Canadian adolescents’ PWB, how adolescents from immigrant families differed from their non-immigrant peers in their well-being, and how adolescents’ PWB was related to their academic performance. Mixed effects modeling was adopted for data analysis. Our results showed that various social and educational factors were associated with adolescent PWB, but these relationships varied depending on which aspect of PWB was examined. Immigrant adolescents were shown to have higher levels of PWB when student attitudes towards immigrants were more positive. Additionally, most aspects of PWB were important for achievement performance. Our findings on the well-being of Canadian adolescents could offer valuable insights for other countries with diverse populations, especially those with immigrants.

    Keywords:
    adolescents, psychological well-being, Academic Achievement, PISA 2018, Immigrants, mixed effects model

    Received:
    12 Apr 2024;
    Accepted:
    05 Jul 2024.

    Copyright:
    © 2024 Liu, Maltais, Milner-Bolotin and Chachashvili-Bolotin. This is an
    open-access article distributed under the terms of the
    Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted,
    provided the original author(s) or licensor are credited and that the
    original publication in this journal is cited, in accordance with accepted
    academic practice. No use, distribution or reproduction is permitted which
    does not comply with these terms.

    * Correspondence:
    Yan Liu, Carleton University, Ottawa, Canada

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