Longitudinal changes in school satisfaction among high school students in credit-based schools

Abstract

The present study investigates the changes in school satisfaction of high school students in credit-based schools. A total of 315 students (boys = 141, girls = 174) participated in longitudinal study surveys conducted annually during their high school years (a total of three surveys). The results of the latent growth curve model indicated that approved as a classmate increased, while infringed and maladjustment decreased. Furthermore, it was shown that the changes in approved as a classmate and infringed and maladjustment were linked. In addition, as a result of the growth mixture model, three profiles were extracted: (a) a profile similar to the latent growth curve model, (b) a profile in which there was no change in approved as a classmate but an increase in infringed and maladjustment, and (c) a profile in which there was no longitudinal change in either approved as a classmate or infringed and maladjustment. Based on these results, the direction of educational support in credit-based high schools and future prospects were discussed.