Abstract
School satisfaction is a key indicator of education quality in addition to academic achievement and student’s coping efficacy, as well as an important factor to prevent school dropout. The primary aim of this study was to investigate how high-school students’ school identification and self-efficacy were associated with school satisfaction. The study included controls for gender, education programme and parental education level. A self-report questionnaire was administered to high-school students at three upper secondary schools in Norway. The sample included 794 first year students. No respondents refrained from participating in the study. Most of the students in the study were satisfied with school. The current study underscores the importance of school identification. School identification was found to be more important for the students’ school satisfaction than self-efficacy. Moreover, according to the results, teachers’ social identity leadership appears to play an important role in students’ school satisfaction. The findings imply that the teachers’ social identity leadership is imperative in classroom management.
Highlights
Satisfaction and well-being at school has become significant foci in school polices as well as an explicit educational aim. Kirkcaldy et al (2004), examining data from 30 countries, found a positive relationship between subjective well-being and adolescents’ academic achievement
There were no significant differences in school satisfaction due to mother’s educational level
The current study examined the hypothesis that school identification and multiple group memberships were associated with self-efficacy, and self-efficacy associated with school satisfaction
Summary
Satisfaction and well-being at school has become significant foci in school polices as well as an explicit educational aim (see White 2007; Coleman 2009; Currie et al 2012; UNESCO 2016; OECD 2017). Kirkcaldy et al (2004), examining data from 30 countries, found a positive relationship between subjective well-being and adolescents’ academic achievement. Satisfaction and well-being at school has become significant foci in school polices as well as an explicit educational aim (see White 2007; Coleman 2009; Currie et al 2012; UNESCO 2016; OECD 2017). Kirkcaldy et al (2004), examining data from 30 countries, found a positive relationship between subjective well-being and adolescents’ academic achievement. Students who do not like school are those who are most likely to have a lower academic performance, higher school non-attendance. Rundmo and to be at greatest risk of dropping out. A large proportion of young people drop out of school because they view formal education as irrelevant (Scott 2015)
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