Abstract
Students’ satisfaction with school is subjective, cognitive appraisal of overall positivity of school experiences, and precisely because it represents the key aspect of children’s overall perception of quality of life, it is important to find out what influences students’ school satisfaction and to which extent. The goal of this research was to establish whether self-efficacy and engagement function as mediating variables in the relationship between classroom climate and students’ school satisfaction. The research included 597 students from primary schools in Zagreb, Croatia. A structural equation model was designed and tested. The model testing showed that positive classroom climate has statistically significant and positive effects on self-efficacy and engagement. Furthermore, self-efficacy has a significant positive impact on explaining engagement. At the same time, negative classroom climate has a significant positive influence on engagement, which in turn contributes to the final effect on school satisfaction. The model has explained 56% of the school satisfaction variance in total.
Highlights
The principal aspect of students’ quality of life is manifested in their satisfaction with school
Latent variables and the number of respective item parcels in this research are as follows: positive classroom climate consisting of two indicators; negative classroom climate entailing two indicators; self-efficacy divided into three indicators; engagement, comprised of three indicators; school satisfaction divided into two indicators
The model showed a good fit to the empirical data: χ2 = 149.89, χ2/df = 3.57, Comparative Fit Index (CFI) = .96, Tucker-Lewis Index (TLI) = .93, Root-MeanSquare Error of Approximation (RMSEA) =
Summary
The principal aspect of students’ quality of life is manifested in their satisfaction with school. Schools should be organized so that all students feel important, have the same opportunities for learning and enjoy the school life. Based on theoretical and empirical literature in the field of subjective welfare, student school satisfaction is defined as cognitive-affective evaluation of satisfaction with school experience (Huebner, 1994). It is connected to other areas of subjective welfare, school satisfaction can be clearly separated from other areas of life satisfaction such as satisfaction with family, friends, living conditions, or contentment with oneself. A great number of students evaluate general life satisfaction as positive; if the satisfaction dimensions are observed, differences can be noticed in evaluating satisfaction with family, friends, oneself, school, and environment (Huebner et al, 2005). It was proven that only a smaller proportion of the students was highly satisfied and without www.ijcrsee.com 347
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