Description
Students’ study wellbeing is crucial both within and beyond school, serving as a protective factor against various social and academic challenges. However, longitudinal research on the occurring combinations of students’ study engagement and study burnout is scarce. Moreover, we have insufficient understanding of the role of social support in predicting comprehensive school students’ study wellbeing experiences. To address this limitation, we measured multiple dimensions of study wellbeing (study engagement, exhaustion, inadequacy, cynicism), school-related social support, and learning outcomes in a sample of Finnish primary and lower-secondary school students (NT1 = 3615, 50% girls, 61% primary school students) across three time points. The primary school students were followed from 4th to 6th and the lower-secondary school students from 7th to 9th grade. Through latent transition analysis, five study wellbeing profiles were identified: three consistent profiles—engaged (low burnout, high engagement), burned-out, and disengaged (high burnout, low engagement)—and two less consistent profiles—cynical and exhausted-inadequacy, with high burnout in specific areas and varying engagement levels. Findings showed that predictors like teacher, peer, and guardian support, as well as gender and grade level, influenced students’ memberships into the various profiles. Moreover, the results showed that the experiences of study wellbeing are prone to change, highlighting the importance of each source of support throughout the students’ school path. Theoretical and educational significance of research are discussed.| Period | 29 Aug 2025 |
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| Event title | EARLI 2025: Realising Potentials through Education: Shaping the Minds and Brains for the Future |
| Event type | Conference |
| Location | Graz, AustriaShow on map |
| Degree of Recognition | International |