Exploring the source of well-being for high achiever students

Lalu Hamdian Affandi, H. Husniati, Heri Hadi Saputra


Characteristics of high achiever students are different from middle and low achiever students. Teachers and schools need to understand the unique characteristics of high achiever students in terms of their wellbeing. Aim of this research is to describe source of wellbeing for high achiever students. The research was conducted through survey using questionnaire adapted from Huebner’s Multidimensional Student’s Life Satisfaction Scale (MSLSS). The questionnaire filled by 428 students in grade IV-VI in Mataram, West Nusa Tenggara, which are at top ten rank of their class. Data then analyzed by performing exploratory factor analysis. This research found that there are two factors as source of wellbeing for high achiever students, that are physical and psychological safety and the availability of support for student personal growth. Physical and psychological safety refers to school environment that protects students from psychological and physical threats. Whereas the availability of support for personal growth refers to how schools provide environment in order to facilitate students’ cognitive and social development. This research suggest that high achiever students call for teachers and school personnel to create school environment by considering students opportunities to develop their potentials without feeling threatened.


High achiever students, Source of wellbeing

Full Text:



Abu-Hamour, B., and Al-Hmouz, H. 2013. A Study of Gifted High, Moderate, and Low Achievers in Their Personal Characteristics and Attitudes toward School and Teachers. International journal of special education, 28(3), 5-15.

Affandi, L.H., Saputra, H.H., Husniati, H. 2020. Teaching for What? : Investigating the Effect of Teacher's Pedagogical Knowledge on Elementary School Students' Life Satisfaction and Outcome. Universal Journal of Educational Research, 8(11), 5367 - 5375. DOI: 10.13189/ujer.2020.081139.

Aldridge, J.M., Fraser, B.J., Fozdar, F., Ala’i, K., Earnest, J., Afari, E. (2016). Students’ perceptions of school climate as determinants of wellbeing, resilience and identity. Improving Schools, 19(1), 5-26. https://doi.org/10.1177%2F1365480215612616

Al-Yaaribi, A., and Kavussanu, M. (2017). Teammate prosocial and antisocial behaviors predict task cohesion and burnout: The mediating role of affect. Journal of sport and exercise psychology, 39(3), 199-208. https://doi.org/10.1123/jsep.2016-0336

Anggoro, W.J., Widhiarso, W. (2010). Konstruksi dan Identifikasi Properti Psikometris Instrumen Pengukuran Kebahagiaan Berbasis Pendekatan Indigenous Psychology: Studi Multitrait-Multimethod. Jurnal Psikologi, 37(2); 176-188

Anwar, M. N., Shamim-ur-Rasool, S., and Haq, R. (2012). A comparison of creative thinking abilities of high and low achievers secondary school students. International Interdisciplinary Journal of Education, 1(1), 1-6.

Arends, R.I. (2012). Learning to Teach. 9th Edition. New York: McGraw-Hill

Bender, T.A. 1997. Assessment of Subjective Well-Being during Childhood and Adolescence. In Gary D. Phye (ed.). Handbook of Classroom Assessment: Learning, Achievement, and Adjustment (pp. 199-225). San Diego, CA; Academic Press

Bücker, S., Nuraydin, S., Simonsmeier, B.A., Schneider, M., and Luhmann, M. (2018). Subjective well-being and academic achievement: A meta-analysis. Journal of Research in Personality, 74; 83-94. https://doi.org/10.1016/j.jrp.2018.02.007

Chu, P.S., Saucier, D.A., and Hafner, E. (2010). Meta-Analysis of The Relationships between Social Support and Well-Being in Children and Adolescents. Journal of Social and Clinical Psychology, 29(6); 624-645

Cleveland, C., Blascovich, J., Gangi, C., and Finez, L. (2011). When good teammates are bad: Physiological threat on recently formed teams. Small Group Research, 42(1), 3-31. https://doi.org/10.1177%2F1046496410386245

Conway, J.M., and Huffcutt, A.I. (2003). A Review and Evaluation of Exploratory Factor Analysis Practices in Organizational Research. Organizational Research Methods, 6 (2); 147-168

Devetak, I., and Vogrinc, J. (2013). The criteria for evaluating the quality of the science textbooks. In Critical analysis of science textbooks (pp. 3-15). Springer, Dordrecht.

Dos, B., Bay, E., Aslansoy, C., Tiryaki, B., Cetin, N., & Duman, C. (2016). An analysis of teachers questioning strategies. Educational Research and Reviews, 11(22), 2065-2078. DOI: 10.5897/ERR2016.3014

Endayanti, T., dan Rahmawati, I. (2019). Analisis Pembelajaran Matematika dalam Kurikulum 2013 Revisi pada Kelas IV Sekolah Dasar. Jurnal Penelitian Guru Sekolah Dasar, 7(1); 2601-2612

Furlong, M.J., You, S., Renshaw, T.R., O’Malley, M.D., and Rebelez, J. (2013). Preliminary Development of the Positive Experiences at School Scale for Elementary School Children. Child Indicators Research, 6(4); 753-775

Gay, L.R., Mills, G.E., and Airasian, P. (2012). Educational Research: Competence for Analysis and Applications. 10th Edition. Boston: Pearson Education Inc.

Goldhammer, F., Naumann, J., Stelter, A., Tóth, K., Rölke, H., and Klieme, E. (2014). The time on task effect in reading and problem solving is moderated by task difficulty and skill: Insights from a computer-based large-scale assessment. Journal of Educational Psychology, 106(3), 608–626. https://doi.org/10.1037/a0034716

Grimaldy, D.V., Nirbayaningtyas, R.B., dan Haryanto, H.C. (2017). Efektifitas Jurnal Kebahagiaan dalam Meningkatkan Self Esteem pada Anak Jalanan. Inquiry, Jurnal Ilmiah Psikologi, 8(2); 100-110

Händel, M., Vialle, W., and Ziegler, A. (2013). Student perceptions of high-achieving classmates. High ability studies, 24(2), 99-114.

Holder, M. D. (2012). Happiness in Children: Measurement, Correlates, and Enhancement of Positive Subjective Well-Being. Springer, New York and London, DOI 10.1007/978-94-007-4414-1

Holder, M.D., Coleman, B. and Wallace, J.M. (2010). Spirituality, Religiousness, and Happiness in Children Aged 8-12 Years. Journal of Happiness Studies, 11(2); 131-150, DOI 10.1007/s10902-008-9126-1

Hong, E., and Aqui, Y. (2004). Cognitive and motivational characteristics of adolescents gifted in mathematics: Comparisons among students with different types of giftedness. Gifted Child Quarterly, 48(3), 191-201.

Huebner, E.S., Seligson, J.L., Valois, R.F., and Suldo, S.M. (2006). A Review of The Brief Multidimensional Student’s Life Satisfaction Scale. Social Indicator Research. DOI 10.1007/s11205-005-5395-9

Jato, M., Ogunniyi, S. O., and Olubiyo, P. O. (2014). Study habits, use of school libraries and students academic performance in selected secondary schools in Ondo West Local Government Area of Ondo State. International Journal of Library and information science, 6(4), 57-64.

Jones, M. A., and Bubb, S. (2020). Student voice to improve schools: Perspectives from students, teachers and leaders in ‘perfect’conditions. Improving Schools. https://doi.org/10.1177%2F1365480219901064

Krissandi, A.D.S., dan Rusmawan. (2015). Kendala Guru Sekolah Dasar dalam Implementasi Kurikulum 2013. Cakrawala Pendidikan, tahun XXXIV(3); 457-467

Lewis, A.D., Huebner, E.S., Malone, P.S., and Valois, R.F. (2011). Life Satisfaction and Student Engagement in Adolescents. Journal of Youth Adolescence, 40; 249-262

McCarthy, P., Sithole, A., McCarthy, P., Cho, J., and Gyan, E. (2016). Teacher Questioning Strategies in Mathematical Classroom Discourse: A Case Study of Two Grade Eight Teachers in Tennessee, USA. Journal of Education and Practice, v7 n21 p80-89

McCoach, D. B., and Siegle, D. (2003). Factors that differentiate underachieving gifted students from high-achieving gifted students. Gifted child quarterly, 47(2), 144-154.

Negovan, V. (2010). Dimension of students’ psychosocial well-being and their measurement: validation of students’ psychosocial well-being inventory. Europe’s Journal of Psychology, 2; 85-104

Nurmi, J. E. (2012). Students’ characteristics and teacher–child relationships in instruction: A meta-analysis. Educational Research Review, 7(3), 177-197.

OECD. (2013). OECD Guidelines on Measuring Subjective Well-being. OECD Publishing, http://dx.doi.org/10.1787/97 89264191655-en

Oishi, S. (2010). Culture and Well-Being: Conceptual and Methodological Issues, In Ed Diener, John F. Helliwell, and Daniel Kahneman (eds.), International Differences in Well-Being (pp. 34-69), New York: Oxford University Press

Osborne, J.W., and Costello, A.B. (2009). Best Practices In Exploratory Factor Analysis: Four Recommendations for Getting The Most From Your Analysis. Pan-Pacific Management Review, 12 (2); 131-146

Pomar, M.I., and Pinya, C. (2015). The Voice of Youths about Schools and Its Mark on Their Lives. Improving Schools, 18(2); 111-126

Poots, A., and Cassidy, T. (2020). Academic expectation, self-compassion, psychological capital, social support and student wellbeing. International Journal of Educational Research, 99. https://doi.org/10.1016/j.ijer.2019.101506

Powell, M.A., Graham, A., Fitzgerald, R., Thomas, N., and White, N.E. (2018). Wellbeing in schools: what do students tell us?. The Australian Educational Researcher (45), 515–531. https://doi.org/10.1007/s13384-018-0273-z

Rashid, S., and Qaisar, S. (2016). Developing Critical Thinking through Questioning Strategy among Fourth Grade Students. Bulletin of Education and Research, 38(2), 153-168.

Restoum, M., and Wade, S. (2013). The impact of library performance on students' satisfaction. In: 5th International Conference on Qualitative and Quantitative Methods in Libraries QQML 2013, 4th-7th June 2013, Rome, Italy.

Ritchotte, J. A., Suhr, D., Alfurayh, N. F., and Graefe, A. K. (2016). An exploration of the psychosocial characteristics of high achieving students and identified gifted students: Implications for practice. Journal of Advanced Academics, 27(1), 23-38. DOI: 10.1177/1932202X15615316

Rodríguez, S., Regueiro, B., Piñeiro, I., Valle, A., Sánchez, B., Vieites, T., and Rodríguez-Llorente, C. (2020). Success in Mathematics and Academic Wellbeing in Primary-School Students. Sustainability, 12(9), 3796. https://doi.org/10.3390/su12093796

Roffey, S. (2012). Pupil wellbeing – Teacher wellbeing: Two Sides of The Same Coin?. Educational & Child Psychology, 29(4); 8-17

Rudduck, J., and Fielding, M. (2006). Student Voice and the Perils of Popularity. Educational Review, 58(2); 219-231

Salikin, H., Bin-Tahir, S. Z., & Emelia, C. (2017). The higher achiever students’ strategies in English learning. Modern Journal of Language Teaching Methods, 7(11), 79-95.

Seiz, J., and Kunter, M. (2015). Classroom Management; Current Research in the Light of Social Psychology. In Christine M.Rubie-Davies, Jason M. Stephens, and Penelope Watson (Eds.). The Routledge International Handbook of Social Psychology of The Classroom, (pp. 242-251). New York; Routledge

Slavin, R.E. (2006). Educational Psychology; Theory and Practice. 8th Edition. Boston: Pearson Education Inc.

Tian, L., Chu, S., and Huebner, E.S. (2016). The Chain of Relationship among Gratitude, Prosocial Behaviour, and Elementary School Students’ School Satisfaction: The Role of School Affect. Child Indicators Research, 9(2); 515-532

Ugur, H., Constantinescu, P.M., and Stevens, M.J. (2015). Self-awareness and personal growth: Theory and application of Bloom’s Taxonomy. Eurasian Journal of Educational Research, 60, 89-110 Doi: 10.14689/ejer.2015.60.6

Veenhoven, R. (2010). How Universal is Happiness?. In Ed Diener, John F. Helliwell, and Daniel Kahneman (eds.), International Differences in Well-Being (pp. 328-350). New York, NY: Oxford University Press.

Wardana, M.S., dan Dinata, I.M.K. (2016). Tingkat Stres Siswa Menjelang Ujian Akhir Semester di SMAN 4 Denpasar. E-Jurnal Medika, 5(9), 1-4

Wijayanti, P.A.W., dan Sulistiobudi, R.A. (2018). Peer Relation sebagai Prediktor Utama Subjective Well-Being Siswa Sekolah Dasar. Jurnal Psikologi, 17(1), 56-67

Wilson, D., and Conyers, M. (2016). Teaching Students to Drive Their Brains. Alexandria, VA: ASCD

Yang, Q., Tian, L., Huebner, E. S., & Zhu, X. (2018). Relations Among Academic Achievement, Self-Esteem, and Subjective Well-Being in School Among Elementary School Students: A Longitudinal Mediation Model. School Psychology Quarterly. Advance online publication. http://dx.doi.org/10.1037/spq0000292.

Article Metrics

Abstract has been read : 620 times
PDF file viewed/downloaded: 0 times

DOI: http://doi.org/10.25273/pe.v11i1.8767


  • There are currently no refbacks.

Copyright (c) 2021 Premiere Educandum : Jurnal Pendidikan Dasar dan Pembelajaran

Premiere Educandum: Jurnal Pendidikan Dasar dan Pembelajaran published by UNIVERSITAS PGRI MADIUN.

View Premiere Educandum Stats