statty87

[statty87]

Module 1 Assignment

As an educator, I’m interested in how student mental health correlates with academic performance, so I decided to work with the ADD datasets, specifically INHOME05 Academics and Education; INHOME10 Feelings Scale; and INHOME04 Taught in School. To narrow down my research question, I’m curious about how student academic performance in their English courses (INHOME05) correlate with how they rank their feelings of social belonging at school (“You feel like you belong at your school” (INHOME05)) and how they rank statements related to self-efficacy or attention (like “You had trouble keeping your mind on what you were doing” (INHOME10)); my secondary question is how the rankings for the same feelings claim correlate to whether they received any instruction at school about how to deal with stress (INHOME04). It’s interesting to conduct a lit review now, because the data is from 1994-1995, so before social media and the pandemic. I picked three articles for my literature review. I really liked Clarke et al’s “Beyond Life Satisfaction: Wellbeing Correlates of Adolescents’ Academic Attainment” (2025) because it helpfully distinguishes between feeling good and eudaimonia, which “consists of feeling self-actualised and competent (Waterman, 2008), measured here as adolescents feeling successful, confident, healthy, good about themselves, and capable of coping with challenges.” I think that’s useful because learning is tough and challenging and it’s not always pleasant or easy, no matter how meaningful or engaged you feel. I also liked Sahib et al’s “The Curative Effect of Schools: A Longitudinal Study of the Impact of School Climate, School Identification, and Resilience on Adolescent Mental Health” (2023). They refer to past studies that have shown how a “positive school climate can foster school identification because groups with positive characteristics facilitate social identification (Cárdenas & de la Sablonnière, 2020),” which they show can contribute to student resilience. I think that’s important because I think one of the reasons the pandemic had such a terrible effect on student education was how difficult it was for students to have that feeling of belonging to a school community. I wanted to find something about the impact of internet usage, so I looked at Bağatarhan’s “Investigating the mediating effect of resilience in the relationship between self-efficacy, happiness, social support, and Internet addiction in adolescents” (2025). I think the author is trying to show that while previous studies have shown the impact of feelings, social support, and self-efficacy on Internet addiction, what they’ve left out is how resilience can moderate the effects of these factors. That is, resilience, “defined as the process and outcome of successfully adapting to challenging life experiences by adapting to internal and external demands (American Psychological Association, 2013),” can be a “protective factor.” I found this study interesting because I’d like to look at whether students who learn how to deal with stress in school report being happier and also have better academic performance in my dataset; even though the dataset is from 1994-1995, the whole question of internet addiction is something that I’m personally interested in right now.