Harnessing inner strengths of at-risk university students: relationships between well-being, academic achievement and academic attainment. (3rd July 2017)

• Record Type: Journal Article
• Authors: Click, Kevin A.; Huang, Leesa V.; Kline, Linda
• Is Part Of: Perspectives. Volume 21:Number 2/3(2017)
• Page Start: 88
• Page End: 100
• Publication Date: 2017-07-03
• Subjects: Academic attainment -- academic achievement -- well-being -- at-risk students -- under-served minorities -- first-generation college students; Universities and colleges -- Great Britain -- Administration -- Periodicals; 378.1010941
• DOI: 10.1080/13603108.2016.1273260
• Languages: English
• ISSNs: 1360-3108

Abstract

ABSTRACT: Concern for the academic performance and persistence to graduation among university students is well-warranted. Numerous studies have tied performance to overall positive affect in professional settings and to individual internal concepts, indicating an expectation for similar ties in demanding academic settings. For students at increased risk for attrition, social connection and resilience are expected to play a role in buffering against attainment failures. This study examined the relationship between academic achievement, academic attainment, and various dimensions of well-being using a multidimensional well-being scale currently in development. Participants completed the Journey to College Success Scale, and Brief MSLSS-College in an online format, and were asked for permission to examine academic transcript records. We found relationships between the JCSS overall well-being score and academic achievement, a group of dimensions relating to resilience and academic achievement, a relationship between attainment and achievement, and a relationship between overall well-being and attainment, providing preliminary support for these connections.