Understanding the well-being and academic competence of youth in high-achieving schools

A growing body of research in Western settings shows that, despite significant educational – and often financial – advantages, youth who grow up in high-achieving contexts tend to report higher rates of internalizing and externalizing problems compared to national norms (Luthar et al., 2013; Luthar et al., 2020a). Similar patterns of risk were found in a recent study of adolescents who attend high-achieving private schools in Hong Kong (Tilley & Farver, 2022), that could be generalized to other developed, competitive Asian countries. These findings have led developmentalists and policy researchers to identify high-achieving schools as one of the top high-risk environments for youth (Geisz & Nakashian, 2018; National Academies of Science Engineering and Medicine, 2019). However, while the “high-achieving context” as a risk factor argument is intuitively compelling, empirical research on this group of youth is limited. Most of what we know about how the high-achieving environment impacts youth mental health has been primarily focused on individualistic-oriented, Western societies, such as the United States. Thus, it is unclear if existing theoretical models can be generalized to collectivistic-oriented, non-Western settings. This is particularly problematic in light of data that suggests that achievement pressures are a particularly salient source of stress for students from Confucian heritage cultures (Tan & Yates, 2011).

The objective of the project is to use mixed methodologies to enhance our understanding of (1) how the socio-contextual factors embedded in the lives of adolescents in high-achieving schools contribute to the pressures they experience, (2) whom these pressures impact the most; and (3) how we can optimize the well-being of these students. Specifically, the study aims to:

• Describe the concurrent and longitudinal associations among the problem behaviors, academic competence, and the socio-contextual risks experienced by students attending high-achieving schools
• Examine the extent to which these associations between socio-contextual risk factors and the students’ problem behaviors are moderated by individual, family and school factors
• Explore how school policies and programs can be enhanced to optimize the unique mental health and related learning needs of these students.

Findings from this project will provide preliminary data that test the generalizability of an emerging theory of risk and resilience focused on this unique, emerging high-risk group of students. In addition, the study will provide a first step towards translational research that informs the development of interventions, programs, and policies that target the specific socioemotional and educational needs of these students.

Important Note

We welcome you to have a conversation with Assistant Professor Chang Wen-Chia to discuss and scope this PhD research further. You are strongly encouraged to reach out to her at least 3 months in advance of application deadline (i.e. 31 January 2025) as the process of confirming the supervision and preparing your proposal for application may take longer than you anticipate. 

Minimum Entry Requirement

A Bachelor’s degree with honours at least at Second Class Upper level, Master’s degree in the relevant areas and the ability to pursue research in the candidate’s proposed field of advanced study. 

Shortlisted applicants will undergo an interview session as part of the selection process.

 A valid GRE score is required for applicants who are not graduates of the Autonomous Universities in Singapore. See detailed requirements for English language on competency and GRE requirements here.