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Relationships between wellbeing, homework club and academic performance: the moderating role of parental background

Citation

Bishop, KL and F, J and Pullen, DL and Swabey, KJ, Relationships between wellbeing, homework club and academic performance: the moderating role of parental background, Proceedings of the 2017 Australian Association for Research in Education (AARE) Conference, 26-30 November 2017, Canberra, Australia (2017) [Non Refereed Conference Paper]


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Abstract

Relationships and correlations between student subjective well-being, support programs (e.g., home clubs) and academic performance are a complex hotchpotch due to the presence of many moderating factors. Consequently, this study investigated the relationship between student academic performance as measured by NAPLAN and School Grades, student subjective well-being as measured by wellbeing survey, homework club through weekly attendance and the moderating effect of parental background. Socioeconomic demographic data on a suburban secondary high school (grade 7 and 9) in Queensland were mapped against a student well-being survey and their academic record. The results found that well-being was not directly related to academic performance (NAPLAN and School Grades). However, the study found that home club and parental background influenced academic achievement. Implications of the study are discussed.

Item Details

Item Type:Non Refereed Conference Paper
Research Division:Education
Research Group:Other Education
Research Field:Education not elsewhere classified
Objective Division:Education and Training
Objective Group:Learner and Learning
Objective Field:Learner and Learning Achievement
UTAS Author:Bishop, KL (Mr Kevin Bishop)
UTAS Author:F, J (Dr J F)
UTAS Author:Pullen, DL (Dr Darren Pullen)
UTAS Author:Swabey, KJ (Professor Karen Swabey)
ID Code:125249
Year Published:2017
Deposited By:Education
Deposited On:2018-04-10
Last Modified:2019-07-10
Downloads:0

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