Issue 2/2015, 14. Volume Page 247–273
Effects of School Development on Performance and Psychological Well-Being of Students
Results from a Quasi-Experimental Evaluation Study in Secondary Schools
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Based on a theory of school development, a model is tested which predicts the effects of school development on the performance and psychological characteristics of learners. The model is based on panel data from three experimental and two control schools. In comparison to students in control schools, students in experimental schools show nearly the same or slightly better gains in basic competencies such as reading, science and English as the students in control schools, but large improvements in psychological well-being, especially in self-esteem and self-efficacy. In this case, it will be shown that psychological health is substantially improved by school development processes. Moreover, a model will be tested which explains that psychological well-being and feelings of happiness are fostered independently from development of competencies. The model explains about 50% of variance, with self-efficacy in the first place of independent variables. Concluding, the authors discuss consequences for a practicable school development which makes schools more effective and more humane at the same time.
School Development, School Effectiveness, Increase of Competence, Psychological Well-Being