Interplay in the Classroom: Correlation Matrix Analysis of Academic Resilience, Well-being, and Teaching Style

Although test scores remain the dominant metric of student success, mounting evidence indicates that an exclusive focus on grades overlooks long-term development and may impair mental health. Contemporary educational research therefore calls for evaluation frameworks that equally prioritize students' future trajectories and psychological well-being. This research discusses two factors closely associated with student outcomes: school well-being and academic resilience. It finds that both academic resilience and school well-being are correlated with teachers' teaching styles. Utilizing a correlation matrix analysis method, the study examines the relationships between these factors. Additionally, several suggestions are put forward for policymakers to enhance the happiness and academic resilience of Chinese middle school students. It should be acknowledged that the PISA data source only includes samples from major cities in China and may not be representative of the entire country.