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Factors Influencing Students’ Well-being on Educational Outcomes in the
Indonesian Railway Polytechnic
Ainun Fikria, ainun@ppi.ac.id, Politeknik Perkeretaapian Indonesia Madiun, Indonesia
Akhyat Hilmi, akhyat.hilmi@gmail.com, Surabaya, Indonesia
Afita Prastiwi, afita.prastiwi@hangtuah.ac.id, Universitas Hangtuah, Surabaya, Indonesia
Abstract. Students’ well-being among Indonesian scholars might be still
unpopular as this topic could lead a blundered result in certain areas of
disciplines. Yet, this topic is essential to reveal as it can be one of the
indicators which can be taken into account on measuring the workload of
students enrolling this state-owned institution. Not only that, this also might
be an eminent output indicator for the quality of education specifically on
educational outcomes. The instruments occupied in this study were
interviews and surveys. Students and alumni of the polytechnic were asked
to participate in this study and several key figures as well. This study used a
mixed method research approach, which is widely accepted because it
includes both qualitative and quantitative components. The results showed
that the quality of student well-being in an emotional, social and school
dimension of student PPIM is relatively in good level. Thus, the main factors
influencing student’s well-being which affects educational outcomes in
PPIM were academic efficacy, self-efficacy and support from their friends.
Hence, with the tight schedule and tough physical activity, the institution
should pay attention on a psychological aspect.
Keywords: Students’ Well-being, Academic Outcomes, Factors influencing,
Indonesian Railway Polytechnic.
1. INTRODUCTION
In educational practice, the essence of educational background as a foundation to get right
and proper jobs are still debatable. Several pedagogical experts in graduate employability (Abd
Majid et al, 2020; Boahin & Hofman, 2013; Holmes, L. 2013) argued that skills and knowledge
gained during studying in higher education stages have positive relationships with employability.
However, another perspective about linearity of education and employability is not significant
which was revealed by Yusof & Jamaluddin (2017). This study unveiled that graduate
employability does not solely depend on students’ academic background but relies on their
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preparedness in the workforce with their personal factors, organizational experiences, and the
situation of the labor force itself.
Students’ personal factors may relate to psychological, social and cognitive aspects. It is
widely discussed under the umbrella of the well-being state. The definition of well-being itself has
expanded into numerous fields because it comprises all aspects of healthy and successful living,
including psychological, economic, physical, and other domains (Arslan and Coşkun 2020,
Govorova, Benítez et al. 2020). Whereas student’s well-being is “psychological, cognitive, social
and physical functioning and capabilities that students need to live a happy fulfilling life” (OECD
2017). The psychological dimension comprises a sense of purpose in life, self-awareness, affective
states and emotional strength which are reinforced by self-esteem, motivation, resilience, self-
efficacy, hope and optimism. In a discussion of the social dimension, PISA adopted the Polard and
Lee model which includes students’ relationship with family, teachers and peers and sense
belonging (Pollard and Lee 2003). To avoid broadening discussion, this study is a focus on
discussing emotional, social and school dimension of students’ well-being by considering the
learning circumstance of PPIM.
Emotional well-being is described by Schutte et al. as "an affective subjective experience
comprising domains such as mood and self-esteem" (Schutte, Malouff et al. 2002). The lack of
behavior problems such as aggressive and impulsive behavior, withdrawal, sadness, anxiety, and
somatic difficulties is another approach to think about emotional well-being. (Parhiala, Torppa,
and colleagues, 2018). Parhiala goes on to say that four indicators are used to quantify this
dimension of happiness: pupils' self-reported school fatigue, self-esteem, and externalizing and
internalizing behavior problems. Out of these four indicators, motivation (Hagenauer & Hascher,
2014; Pekrun,1992, 2006, 2009) and mood as well as self-esteem, are also associated with emotion
at schools (Schutte, Malouff et al. 2002).
Emotional as well as social well-being are important matters associated with school life.
Dacey recommends SEL, social emotional learning, as a holistic approach in education that fosters
students to understand themselves and be able to cope with the difficulty in the future life (Dacey,
Fiore et al., 2016). Good social and emotional skills will help the students to face the challenge of
a socio-economic climate in the future life (OECD 2015).
Indonesian Railway Polytechnic is a boarding school focusing on developing vocational
education where the learning process gradually occurs a whole day. Therefore, the students have
a tight schedule, depending on the school rules. Thus, this school environment is the main point
that influences student’s well-being regarding that students of PPIM spend almost all their time at
school environment rather than at home. Konu and Rimpela developed a model school well-being
based on Allardt’s well-being concept (Konu and Rimpelä 2002).
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Allardt’s well-being indicators are allocated into three categories. First, ‘having’ which
indicates school conditions (school well-being). The second is ‘loving’ which refers to social
relationships’ aspect (social well-being). The third is ‘being’ that denotes self-fulfillment
(emotional well-being).
Moving further on the studying process, the students' condition, particularly their
psychological circumstances during their studies, play a role in their academic success. This is in
accordance with the findings of various studies looking for positive correlations between
psychological fitness and academic achievement. Quinn & Duckworth, (2007); Purtaghi &
Pakpour, (2014); Tabbodi et al, (2015) have all stated that academic accomplishment and personal
well-being are correlated. Subjective and objective indicators of competencies, perceptions,
expectations, and life conditions can be used to measure this phenomenon of a dynamic state that
occurs among students related to their ability and opportunity to achieve their personal and social
goals, which involves multiple dimensions of students' lives (Borgonovi and Pál 2016). Subjective
well-being refers to how people assess their own lives. Subjective wellbeing (SWB) was defined
by Zhang and Renshaw as "a person's self-perceptions of so-called "positive" interior experiences,
which are not always positive."
Subjective well-being (SWB) in school indicating how students experience and
subjectively assess their school lives is a key indicator revealing how the students adapt to school
life (Tian, Wang et al. 2015, Yang, Tian et al. 2019). There has been a series of research conducted
to reveal that there is a positive relationship between students’ well-being and their academic
achievement (Gutman & Feinstein, 2008; Gutman, Brown, Akerman, & Obolenskaya, 2009).
Students' subjective well-being was reported to have a positive correlation to students' achievement
(Putri, Agustina et al. 2019) (Arslan & Duru, 2017; Shoshani & Slone, 2013). Students ‘subjective
Figure 1.1 Allardt’s Well-Being Concept
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well-being has been assessed by various scales so far, for example Multidimensional Students’ life
Satisfaction Scale, Comprehensive Quality of Life Scale, the Quality of School Life Scale and
PANAS (Tian, et all, 2015). Those scales have some components that reveal the factors related to
student’s subjective well-being, for example, PANAS measures affective component.
There have been numbers of research on factors influencing students’ educational
outcomes (KIRANA 2016, Prapdopo and Fariyanti 2016, Rahmayani 2017, TL, Widowati et al.
2017, Hartati and Anugrahwati 2019, Isnurani, Sastro et al. 2021). However, there is less empirical
studies related to adult learners specifically from ministry-owned educational institutions
discussing such topics related to students’ well-being. A few of them are investigating the
correlation between subjective well-being and academic achievement (Putri, Agustina et al. 2019),
as well as studying the factors that influence college students’ well-being (Dewi and Nasywa 2019,
Rulanggi, Fahera et al. 2021). The last two studies were literature review. Therefore, it is valuable
to conduct a study discover the factors influencing adult pupils’ well-being on their future
educational outcomes.
This study therefore is aimed to seek the predictors and strong factors about their
psychological aspects in their academic output which will be focused on their academic progress
and readiness entering the labor force. Moreover, there will be a multiple stage of selecting the
variables as factors, the depth analysis will be taken by composing a systematic review to
strengthen whether the selected factors will be measurable and representative or not.
2. METHOD
A case study technique was used in this study, which is a frequent methodology in
educational settings (Merriam, 1998). A case study, according to Yin (2003), is a "complete
research technique" for addressing the reasons or elements that influence the process of particular
phenomena. Stake (1995) identified a case that should be considered an object while
simultaneously emphasizing the process. Stake argues that a case study is better suited to a study
program than a process of a specific event, but Yin feels that a case study is better suited to an
evaluation study for a certain educational institution. The case study is also more "holistic,
empirical, and emphatic," emphasizing that it is part of a larger research system, according to
Stake.
This study used a mixed method or multi-method research approach, which is widely
accepted because it combines qualitative and quantitative components. In research, the quantitative
and qualitative methodologies are the most well-known. Each approach has its own set of flaws;
however, by combining the two methods, known as mixed methods, more detailed, accurate, and
comprehensive findings can be obtained as one method counteracts another (Terrel, 2012).
According to Schulze (2003), integrating the two methodologies allows researchers to generate
research results that are more in-depth, broad, and rich in information from diverse perspectives.
Furthermore, Morse and Chung (2003) believe that a mixed method approach, rather than a
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quantitative or qualitative study design, allows for more proofs from various sources, resulting in
deeper insights.
This research was conducted at Indonesian Railway Polytechnique Madiun. The
convenience sampling method used in this research for this study will investigate the matter based
on the subjective view of the respondent based on their experience. The respondents have given
their approval in providing detail information needed. The total sample in this study is 98
respondents which consists of 57 students and 41 alumni.
In the quantitative phase, this study used an online survey to gain quantitative data through
a questionnaire. The questionnaire which was an adaptation from BASWBSS (Tian, et all, 2015)
consists of 17 statements related to their experience during study time at PPIM that reveal the
school well-being, emotional well-being and social well-being based on the respondents’
subjective thought. All the statement used 5-point Likert Scale labelled as follows:
Table 2. 1 Criteria of Likert Scale
Criteria Scale
Strongly agree (SA) 5
Agree (A) 4
Neutral (N) 3
Disagree (D) 2
Strongly disagree (SD) 1
This data was analyzed using Likert scale to determine which variables can be measured
quantitatively. After the results of student responses are obtained, then the data were analyzed to
know students’ responses score through the formula as Nazir (2005) implies the formula as follows
below:
Formula: T x Pn
Note:
T : total respondent
Pn : The chosen Likert score
Y : The highest score of Likert x total respondent x total response
X : The lowest score of Likert x total respondent x total response
Interval formula = 100 / total score
Percentage formula % = Total Score / Y x 100
The following criteria of score interpretation based on interval
0% – 19,99% : strongly disagree
20% – 39,99% : disagree
40% – 59,99% : neutral
60% – 79,99% : agree
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80% – 100% : strongly agree
At the qualitative phase, a face-to-face semi-structured interview was conducted with two
teachers and two counseling staffs of PPIM. They were interviewed about how they see the
students, whether any problem with the students’ performance, how they deal with the problem
and ask them to give suggestions that will improve the aspect of students’ well-being during the
study period. The information from this interview is used to get more deeply held attitudes, values,
beliefs, and assumptions concerning wellbeing in schools.
3. RESULT
The following is the finding that reveal the factors that influence the students’ well-being
on educational outcomes in The Indonesian Railway Polytechnic. This study gained students'
responses 17 item of predicting factors of well-being which are classified into three parts. The first
was used to gain students’ experience responses toward the predicting factors of school well-being.
Then, the second was used to gain students’ response toward predicting factors experienced related
to emotional well-being. Thus, the third was used to gain students’ response toward predicting
factors experienced regarding social well-being. This data of predicting factors of the three
dimensions of well-being are then compared to seek for the strong prediction factors that affect
students’ well-being.
School well being
From the school well-being dimension questionnaire part, the students’ responses toward
the five prediction factors measured using Likert scale are presented as follows:
Table 3.1. The Result of School Well-Being Questionnaire
No Question SA A N D SD
1 According to me, studying at PPI Madiun opens big
opportunity to improve my skill
41 49 5 1 2
2 I feel overwhelmed at studying 2 25 48 22 1
3 I feel all the courses offered are fully relevant for my future
work
24 52 16 5 1
4 I feel there are some irrelevant courses taught at PPI
Madiun
5 38 32 19 4
5 I feel there is a missing course which is not taught in the
class and I think the course is important for my future
profession and internship program
33 42 16 4 3
Based on the counting result, it was found that the value for those who chose strongly agree
was 150. The value for those who chose to agree was 206. The value for those who chose neutral
was 117. The value for those who chose to disagree was 51. The value for those who chose strongly
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disagree was 11. All those results are counted and the total score is 1813 with counted score
interpretation follows:
Y = the highest score of Likert x total respondent x total response
= 5 x 98 x 5 = 2450
X = the lowest score of Likert x total respondent x total response
= 1 x 98 x 5 = 490
Percentage formula % = Total Score / Y x 100 = 1813 /2450 x 100 = 74% (agree). From
the value obtained, it is concluded that the students’ response toward a predicting factor of school
well-being is ‘agree’. It means most students really experience the predicting factors of school
well-being stated during their study time at PPI Madiun. Among the five predicting factors that
serve as influencing factors of school well-being, most students agree that their study at PPI
Madiun opens a big opportunity to improve their skill which reflects that most students have a
high academic efficacy.
This dimension has the lowest percentage compared to two other dimensions. From three
negative predicting factor (item 2,4,5) the experience related to subject course has gained attention
from the teacher. According teacher 1, this point may be experienced by the alumni because
experience the curriculum redesigned taken after that period.
The next negative prediction factor of school well-being is related to students’ feeling
overwhelming during study time. Similar to the information from the teacher about physical
activity which affects the class.
Emotional well being
From the emotional well-being dimension questionnaire part, the students’ responses
toward the seven prediction factors measured using Likert scale are presented as follows.
Table 3.2. The Result of Emotional Well-Being Questionnaire
No Question SA A N D SD
1 I am fully focused at my studies 7 54 31 6 1
2 I am extremely motivated to study harder in all subjects 27 42 25 3 1
3 I am very motivated to study harder in certain subjects 33 49 10 3 3
4 My desire to work professionally comes every day 37 44 14 2 1
5 I believe all skills that I gained from PPI will lead my career
in the future
43 44 9 1 1
6 I think I can carry the PPI vision and implement it in the
future
25 58 13 1 1
7 I believe I will get a job which relevant to my major 48 37 9 3 1
Based on the counting result, it was found that the value for those who chose strongly agree
was 220. The value for those who chose to agree was 328. The value for those who chose neutral
was 110. The value for those who chose to disagree was 19. The value for those who chose strongly
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disagree was 11. All those results are counted and the total score is 2789 with counted score
interpretation follows:
Y = the highest score of Likert x total respondent x total response
= 5 x 98 x 7 = 3430
X = the lowest score of Likert x total respondent x total response
= 1 x 98 x 7 = 686
Percentage formula % = Total Score / Y x 100 = 2789 /3430 x 100 = 81,3% (strongly
agree). From the value obtained, it is concluded that the students’ response toward predicting the
factor of emotional well-being is at the ‘strongly agree’ level. It means most students really
experience the predicting factors of emotional well-being stated during their study time at PPI
Madiun. Among the seven predicting factors served as influencing factors of school emotional
being, most students believe that the skills that they learn during the study time at PPIM will lead
their career in the future. This reflect that most students have a high self-efficacy.
This dimension has the highest percentage among the three dimensions of student well-
being in this study. From the table, it can be seen that most students are highly motivated either at
school or when they do an internship. This high motivation may because the students think the
outcome of their activity is interesting, useful and important (Parhiala et al, 2018). Motivation In
this case, referring to the previous predicting factors, the students’ self-efficacy and academics
turn out to be the source of motivation.
The other predicting factor is related to the emotional domain, is the students’ ability to
focus. Although 7% students are extremely sure to see themselves to be able to focus on studying,
about 30% students feel unsure that they can focus during studying. The difficulty to focus can be
caused by lack of sleep, fatigue or anxiety. Referring to the information from the interview with
the teacher that students sometimes feel sleepy in the classroom because PPIM holds many
physical activities from early morning until evening, the students’ experience having difficulty to
focus during studying is confirmed.
Social Well Being
From the social well-being dimension questionnaire part, the students’ responses toward the
three prediction factors measured using Likert scale are presented as follows:
Table 3.2. The Result of Social Well-Being Questionnaire
No Question SA A N D SD
1 My learning process is always appreciated 24 49 24 1 0
2 I feel that my dedication and work is highly
appreciated
20 42 30 4 1
3 my friends always support me 50 39 6 1 1
Based on the counting result, it was found that the value for those who chose strongly agree
was 94. The value for those who chose to agree was 130. The value for those who chose neutral
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was 60. The value for those who chose to disagree was 6. The value for those who chose strongly
disagree was 2. All those results are counted and the total score is 1184 with counted score
interpretation follows:
Y = the highest score of Likert x total respondent x total response
= 5 x 98 x 3 = 1470
X = the lowest score of Likert x total respondent x total response
= 1 x 98 x 3 = 294
Percentage formula % = Total Score / Y x 100 = 1184/1470 x 100 = 80,5% (strongly agree).
Therefore, the result of students’ response toward social well-being is ‘strongly agree’. It means
most students have a very good response toward social well-being.
From the value obtained, it is concluded that the students’ response toward predicting
factor of social well-being is at the ‘strongly agree’ level. It means most students really experience
the predicting factors of social well-being stated during their study time at PPI Madiun. Among
the three predicting factors that served as influencing factors of school emotional being, most
students believe that their friends always supporting them during the study time at PPIM will lead
their career in the future. This reflects the predicting factor ‘support’.
The explanation above brings us to the conclusion that generally the students' well-being
of PPIM cadets is good. It can be seen from the relatively high percentage of each dimension based
on students' subjective tests. This condition is confirmed by the evaluation of the staff. The staff
perceive the students of PPIM have a mental strength and good attitude.
The strong predicting positive factors of SBW are student motivation, academic and self-
efficacy and support from friends. The item that serves as a negative predicting factor of SWB is
related to school well-being dimension. It can be noticed as well that some predicting factors may
influence other factors such as. The similar finding of a well-being factor networking (Govorova
et.al, 2020)
The result presented above, also reveals how the emotional and social state of the student
and how their environment -in this case school- influenced their learning process. The
interventions for reducing the likelihood of negative well-being occurring is described below. The
obvious negative factors related to what students experience in internship, concerning the subject
course. An alumnus who is now working for a railway operator, and it was informed that he was
quick to adapt to the new driving system on MRT. Responding to this matter, PPIM conducts
regular either internal evaluation or external evaluation involving stakeholders.
One of the teachers admitted that the institution has not been able to afford a particular
training machine yet because of its high expense. Yet, according to her, this obstacle is overcome
by giving the chance to the student to do the internship in the company that has the latest
technology so that the student can learn and practice using the newest technology possible. In the
evaluation session with stakeholders, it is obtained that the students adapted quickly with the new
equipment used because the students had already mastered the basic skill very well. PPIM also
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conducted curriculum design with the stake holder involved to ensure that student gets the up
dated knowledge that they need at the workplace.
Another negative factor is concerning students’ focus in studying. To overcome this
problem. Teacher 2 suggested, as a teacher she had to pay more attention to the students, created
conducive classroom and applied appropriate method such as joyful learning. Those steps in line
with the study on SWB intervention as Flinchbaugh, C. L., et al. (2012) stated upwards.
4. CONCLUSION
Students' well-being is one important indicator in evaluating whether the education process
is on the right track. The quality of student well-being in an emotional, social and school dimension
of a student of PPIM is relatively in good level. The influence of this good state of well-being
affected student performance particularly in the workplace. Derived from the result of the study,
the main factors influencing student’s well-being which affects educational outcomes are academic
efficacy, self-efficacy and support from their friends.
Hence, with the tight schedule and tough physical activity, the institution should pay
attention on a psychological aspect. Students’ daily activity on the dormitory relatively starts early
in the morning then continue the learning process at school time. The activity still continued later
in the evening. The activities are ranging from exercising, studying, co-curricular activity, extra-
curricular activity, actually positive ones, aiming to maintain and increase students' hard skills and
soft skills. Although rarely students are reported to ask for counseling to the counseling division,
those burdens are potential generate stress on students which may lead to negative impact and
release. With only two counselors handling about 600 students, it is difficult to do quick
prevention, particularly in managing stress, anxiety and the other behavioral problem.
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