Do East Asian Students Achieve Highly at the Cost of Well-Being? Critical Analysis Utilizing PISA

• Project/Area Number: 20K02606
• Research Category: Grant-in-Aid for Scientific Research (C)
• Allocation Type: Multi-year Fund
• Section: 一般
• Review Section: Basic Section 09020:Sociology of education-related
• Research Institution: Kyoto University
• Principal Investigator: Rappleye Jeremy 京都大学, 教育学研究科, 准教授 (00742321)
• Project Period (FY): 2020-04-01 – 2023-03-31
• Project Status: Granted (Fiscal Year 2020)
• Budget Amount: ¥4,420,000 (Direct Cost: ¥3,400,000、Indirect Cost: ¥1,020,000); Fiscal Year 2022: ¥1,690,000 (Direct Cost: ¥1,300,000、Indirect Cost: ¥390,000); Fiscal Year 2021: ¥1,300,000 (Direct Cost: ¥1,000,000、Indirect Cost: ¥300,000); Fiscal Year 2020: ¥1,430,000 (Direct Cost: ¥1,100,000、Indirect Cost: ¥330,000)
• Keywords: (well-) Being / educational achievement / pedagogy / happiness / PISA

Outline of Research at the Start

The purpose of the study is thus to understand the relationship between cognitive achievement and student well-being, with specific reference to educational conditions across East Asia. It asks two primary sets of analytical questions: (i) What factors drive the high-achievement, low well-being/happiness contradiction result in the various systems of East Asia? and (ii) Does it perhaps result from biases in the ILSA’s measurement instruments? (iii) What can be done to maintain high-achievement whilst increasing student well-being?