Wellbeing, academic buoyancy and educational achievement in primary school students

Sarah Miller, Paul Connolly, Lisa K. Maguire

Research output: Contribution to journalArticlepeer-review

45 Citations (Scopus)
199 Downloads (Pure)


The study explored the relationship between student wellbeing and academic achievement among 7–11 years old students and whether the relationship was moderated by gender and deprivation. 1081 students in Northern Ireland participated in a crosssectional survey that captured data on academic achievement and a range of wellbeing indicators. Findings suggested the existence of an underlying wellbeing factor, which was positively related to achievement. The relationship was not moderated by gender and/or deprivation. Findings were explored using a model of ‘academic buoyancy’. There was no evidence that suggested efforts to improve achievement that focus on wellbeing should be targeted specifically at students in economically deprived areas or be modified in terms of gender.
Original languageEnglish
Pages (from-to)239-248
Number of pages10
JournalInternational Journal of Educational Research
Early online date18 Jun 2013
Publication statusPublished online - 18 Jun 2013


  • Wellbeing
  • Educational achievement
  • Academic buoyancy
  • Deprivation
  • Gender


Dive into the research topics of 'Wellbeing, academic buoyancy and educational achievement in primary school students'. Together they form a unique fingerprint.

Cite this