Future workforce formation: relationship between the emotional well-being and readiness for external assessment of academic achievements among the school students (an evidence from Kazakhstan)

Economic Annals-XXI: Volume 210, Issue (7-8), Pages: 56-69

Citation information
Kussainov, G., Zhumabayeva, S., Iskakova, A., Smailov, S., & Dyussenbayeva, A. (2024). Future workforce formation: relationship between the emotional well-being and readiness for external assessment of academic achievements among the school students (an evidence from Kazakhstan). Economic Annals-XXI, 210(7-8), 56-69. doi: https://doi.org/10.21003/ea.V210-07

Gabit Kussainov
PhD (Pedagogy),
Leading Researcher,
Altynsarin National Academy of Education
64 Mangilik El Ave., Astana, 010000, Republic of Kazakhstan
g-satybaldy@list.ru
ORCID ID: https://orcid.org/0000-0003-2438-9527
Scopus Author ID: https://www.scopus.com/authid/detail.uri?authorId=57221672923
Web of Science: https://www.researcherid.com/rid/AAQ-4803-2020

Saltanat Zhumabayeva
MSc (Education),
Senior Researcher,
Altynsarin National Academy of Education
64 Mangilik El Ave., Astana, 010000, Republic of Kazakhstan
zhumabaevas@list.ru
ORCID ID: https://orcid.org/0009-0001-2766-7142

Aikerim Iskakova
PhD Student (Philology),
Department of Foreign Philology,
L. N. Gumilyov Eurasian National University
2 Satpayev Str., Astana, 010008, Republic of Kazakhstan
aiko-1986-kz@mail.ru
ORCID ID: https://orcid.org/0000-0001-5017-7128

Seifulla Smailov
PhD (Pedagogy), Head,
The Institute of the Content of Secondary Education,
Altynsarin National Academy of Education
64 Mangilik El Ave., Astana, 010000, Republic of Kazakhstan
smailovseifulla@gmail.com
ORCID ID: https://orcid.org/0000-0001-8218-1471

Ardak Dyussenbayeva
PhD (Pedagogy),
Head, Didactic Laboratory,
Altynsarin National Academy of Education
64 Mangilik El Ave., Astana, 010000, Republic of Kazakhstan
ardakdt@mail.ru
ORCID ID: https://orcid.org/0009-0007-3396-880X

Future workforce formation: relationship between the emotional well-being and readiness for external assessment of academic achievements among the school students (an evidence from Kazakhstan)

Abstract

This study examines the critical intersection between emotional well-being, educational assessment, and future workforce development in Kazakhstan. Kazakhstan’s educational system serves as the primary pipeline for developing human capital necessary for economic advancement, with standardized testing mechanisms like the Unified National Testing (UNT) functioning as gateway mechanisms determining access to higher education and subsequent labor market opportunities. With Generation Z students (born 1997-2012) currently comprising the majority of test-takers, their psychological readiness for assessment directly impacts Kazakhstan’s future workforce composition, sectoral distribution, and economic competitiveness. This research addresses critical gaps in understanding psychological factors affecting standardized testing performance within Kazakhstan’s unique educational and cultural context during 2022-2023, with particular focus on the high-stakes Unified National Testing (UNT) system.

A sequential explanatory mixed-methods design was employed, collecting data from 1,247 students across 28 schools in 14 regions of Kazakhstan. Quantitative instruments included the Student Emotional Well-being Inventory and Assessment Readiness Profile.

We found out significant correlations emerged between emotional well-being and assessment performance. Students with higher emotional well-being demonstrated 34% greater resilience to test anxiety and 28% improved performance on standardized assessments. Contrary to expectations, rural students showed higher anxiety management capacity than urban students. Structural equation modeling identified self-efficacy as the primary mediator between emotional well-being and assessment outcomes.

The findings revealed concerning longitudinal patterns with emotional well-being declining throughout the academic year despite improvements in assessment readiness. Intervention analysis demonstrated that cognitive-behavioral techniques and integrated approaches were most effective for enhancing emotional well-being and assessment readiness. Regional variations persisted even after controlling for socioeconomic factors, suggesting geographical location represents an independent influence on assessment-related psychological factors.

This research provides the first comprehensive empirical investigation of emotional well-being’s role in assessment readiness within Kazakhstan’s educational system, introducing a novel conceptual framework that integrates psychological, institutional, and regional factors to explain assessment outcomes. The identification of rural protective factors challenges conventional assumptions about educational resource distribution.

Keywords: Workforce; Youth; Emotional Well-Being; Academic Assessment; Kazakhstani Education; Test Anxiety; Educational Psychology; Student Performance; Educational Policy; Human Capital

JEL Classifications: Е24; Е41; Е64; I18; J28; J31

Acknowledgements and Funding: This article was completed as part of the program-targeted financing of the scientific and technical program BR21882300 «Conceptual foundations of the national integrated assessment system» (2023-2025, Altynsarin National Academy of Education).

Contribution: The authors contributed equally to this work.

Data Availability Statement: The dataset is available from the authors upon request.

DOI: https://doi.org/10.21003/ea.V210-07

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Received 19.04.2024
Received in revised form 17.05.2024
Accepted 20.05.2024
Available online 27.08.2024