Overview of School Well-Being in Students with High Academic Achievement in Featured High School

Ajeng Ayushi Widiyani, Ajeng Ayushi Widiyani


The objective of this study is to look at the condition of school well-being in students who have high academic achievement and attend featured schools. The composition and learning style of students in featured high schools is different from other schools, because students who have high academic achievement usually have a high desire to learn. In addition, these students are in a learning environment with good academic grades and high achievement competition. Then, there is a condition where other students have the opportunity to take part in a championship or an Olympic. However, it will be a pressure when a student who usually participates in the activity is not given the opportunity to participate. This study uses qualitative method with case study research design. Researchers collected data from four students who had high academic achievement in top schools with different background in life. The general conclusion of this study is that students with high academic achievement in excellent schools may not necessarily have a good school. Moreover, the description of each subject shows varied results. This study examines the dimensions of having (school conditions), loving (social relations), being (self-fulfillment), and health (health conditions). Through the implementation of this study, researcher expects that the welfare of all students will get more attention.


School Well-Being; Academic Achievement; Featured School

Full Text:



Day, C., & Qing, G. (2009). Teacher emotions: Well being and effectiveness. In Advances in teacher emotion research (pp. 15-31). Springer, Boston, MA.

Donovan, M. S. (2013). Generating improvement through research and development in education systems. Science, 340(6130), 317-319.

Green, C. P., Navarro-Paniagua, M., Ximénez-de-Embún, D. P., & Mancebón, M. J. (2014). School choice and student wellbeing. Economics of Education Review, 38, 139-150.

Huebner, E. S., & McCullough, G. (2000). Correlates of school satisfaction among adolescents. The Journal of Educational Research, 93, 331-335.

Konu, A.l; Lintonen, T. P, & Rimpelä, M. K. (2002). Factors Associated with Childrens’ General School Well-Being. Health education research, Vol 17 (2), 155-165.

Nasution, N. (1992). Psikologi pendidikan.Jakarta: Dikti Depdikbud. hlm.35

Poerwandari, E. K. (2013). Pendekatan kualitatif untuk penelitian perilaku manusia. Depok. LPSP3 UI

Slameto. (2003). Belajar dan Faktor-Faktor yang Mempengaruhinya, Jakarta: Rineka Cipta.

Street, D., & Burge, S. W. (2012). Residential context, social relationships, and subjective well-being in assisted living. Research on Aging, 34(3), 365-394.

DOI: http://dx.doi.org/10.18415/ijmmu.v6i6.1217


  • There are currently no refbacks.

Copyright (c) 2019 International Journal of Multicultural and Multireligious Understanding

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

International Journal of Multicultural and Multireligious Understanding (IJMMU) ISSN 2364-5369
Copyright © 2014-2018 IJMMU. All rights reserved.