Happiness at School and Its Relationship with Academic Achievement

Abstract

This study contributes to the growing body of research on the relationship between subjective well-being and academic performance in schools by providing a context-specific analysis of Chilean students. Using 2022 SIMCE data-a national standardized assessment in Chile-from 4th and 10th graders (N = 292,725), the research employs hierarchical linear modeling to explore how students’ school happiness relates with performance in language and mathematics, accounting for socioeconomic status, gender, origin, self-efficacy, and previous year’s grades. The findings reveal that students who self-report feeling happy at school tend to perform better academically, though this varies by grade level and subject. In early grades, happiness mitigates the negative effects of low socioeconomic status, with lower-income students benefiting more. By 10th grade, wealthier students and boys show a stronger association between happiness and academic performance, particularly in mathematics. This study also highlights the critical role of self-efficacy in math, showing that students with higher self-efficacy not only perform better but benefit from happiness at school. Additionally, foreign-origin students experience varying benefits, emphasizing the need for culturally responsive and gender-sensitive interventions. These findings underscore the importance of promoting happiness at school and academic self-efficacy to reduce educational inequalities and enhance learning outcomes.