Individual and Contextual Determinants of Primary and Early Secondary School Students’ School Well-being: A Discriminant Analysis and Cross-lagged Panel Model Approach

Juliane Schlesier; Ramona Obermeier

doi:10.1007/s12187-025-10239-5

Individual and Contextual Determinants of Primary and Early Secondary School Students’ School Well-being: A Discriminant Analysis and Cross-lagged Panel Model Approach

Juliane Schlesier^*
, Ramona Obermeier

^*Corresponding author for this work

Department of Educational Research

Research output: Contribution to journal › Article › peer-review

Original language	English
Pages (from-to)	1875-1903
Number of pages	29
Journal	Child Indicators Research
Volume	18
Issue number	4
DOIs	https://doi.org/10.1007/s12187-025-10239-5
Publication status	Published - 07 Apr 2025

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education

Fields of science

503 Educational Sciences
503025 School pedagogy
503032 Teaching and learning research

Access to Document

10.1007/s12187-025-10239-5

Cite this

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title = "Individual and Contextual Determinants of Primary and Early Secondary School Students{\textquoteright} School Well-being: A Discriminant Analysis and Cross-lagged Panel Model Approach",

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AU - Obermeier, Ramona

N1 - Publisher Copyright: © The Author(s) 2025.

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KW - Individual differences

KW - School well-being

KW - Teacher support

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JO - Child Indicators Research

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ER -

Individual and Contextual Determinants of Primary and Early Secondary School Students’ School Well-being: A Discriminant Analysis and Cross-lagged Panel Model Approach

UN SDGs

Fields of science

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Cite this