Lower School Satisfaction Research Articles

Pathways from Polyvictimization to Offline and Online Sexual Harassment Victimization Among South Korean Adolescents.

This study aimed to investigate the association between polyvictimization and offline and online sexual harassment and whether the association might be mediated by internalizing problems, low school satisfaction, and dropping out of school. The analytic sample was derived from the Children and Youth Rights Survey in South Korea. It consisted of 6353 adolescents' responses to the sexual harassment question and a set of other questions in the middle and high school questionnaires. The findings showed a direct association between polyvictimization and offline and online sexual harassment. Adolescents who were polyvictimized were more likely to be victims of both forms of sexual harassment. Furthermore, polyvictimization was positively related to dropping out of school, which was positively associated with offline sexual harassment. The findings from the study have significant implications for future research and practice.

The influence of behavioral risk factors on outcomes of students’ health

Introduction. Currently, there are not enough hygienic studies to identify causal relationships between health disorders and behavioural risk factors. The purpose of the study: to assess the influence of behavioural risk factors on students’ health outcomes. Materials and methods. The object of the study were one hundred nine students in grades 3-6. Questionnaires and comprehensive medical examinations were conducted. The research materials were statistically processed using non-parametric analysis methods, descriptive statistics and relative risk calculations. Results. Data were obtained on the leading behavioural risk factors of modern students (physical inactivity, lack of sleep, unhealthy diet, low school satisfaction, high aggressiveness in communication with peers. Functional deviations and chronic diseases of the musculoskeletal system, nervous system and mental sphere, eyes and digestive system were formed among students. There were identified three groups of behavioural risk factors: 1) use of digital devices; 2) social wellbeing in school; 3) regime of the day. Limitations. The study is limited to the study of the influence of only behavioral risk factors on the health of students, the time of observation, the use of self-questionnaires, which can lead to recall bias, affect the accuracy of data, with the possibility of overestimation or underestimation of data. Conclusion. Quantitative dependences of the development of the most common functional deviations and chronic diseases in students on risk behaviors in the children’s population have been established. This indicates the importance of high levels of prevalence of risky forms of behaviour and their underestimation in the formation of pathological conditions and the need for measures to correct behavior dangerous to the health of children and adolescents.

Chronic health conditions and school experience in school-aged children in 19 European countries.

This study investigates chronic conditions (CC) prevalence among children in mainstream schools, their school experience and life satisfaction in Europe. Data were collected from the 2017/2018 HBSC survey, a cross-national study using self-reported questionnaires administered in classrooms. Nationally representative samples of children aged 11, 13, and 15years in mainstream schools from 19 European countries (n = 104,812) were used. School experience was assessed using four variables: low school satisfaction, schoolwork pressure, low teacher support, and peer-victimization, which were related to life satisfaction. Latent class analysis (LCA) was conducted to identify patterns of school experience among students with CC. The prevalence of CC varied from 8.4 (Armenia) to 28.2% (Finland). Children with CC (n = 17,514) rated their school experience and life satisfaction lower than children without CC. LCA identified three school experience patterns: "negative on all items" (37%), "negative on all items, except school pressure" (40%) and "overall positive" (23%). The distribution of subgroups varied across countries-in countries with a higher proportion of children with CC in mainstream schools, children reported more negative school experiences. Compared to the "overall positive" group, low life satisfaction was highest for students classified as "negative on all items" (relative risk (RR) = 2.9; 95% CI 2.2-3.8) with a lesser effect for "negative on all items, except school pressure" (RR) = 1.8; 95% CI 1.4-2.4). These findings provide cross-national data documenting the diversity in inclusive educational practices regarding school placement and school experiences, and suggest that efforts are still needed to allow a fully inclusive environment.

School Discrimination, Discipline Inequities, and Adjustment Among Black Adolescent Girls and Boys: An Intersectionality-Informed Approach: Dismantling Systems of Racism and Oppression during Adolescence.

Employing an intersectionality-informed approach, this investigation examines how school discrimination and disciplinary inequities shape Black adolescent boys' and girls' adjustment. One hundred and twenty-six adolescents (M = 11.88 years; SD = 1.02) residing in the Southeastern United States comprised the study sample. Results indicated that school discrimination was associated with greater depressive symptoms, lower academic persistence, and lower school satisfaction (at 1-year follow-up). In a counterintuitive pattern, adolescents' perceptions of disciplinary inequities were associated with greater persistence. This investigation provided partial support for gender variation. Perceptions of school disciplinary inequities were associated with lower educational aspirations for girls, whereas systemic school discrimination was more strongly associated with boys' educational aspirations. Overall, our study suggests that school-specific systemic discrimination and disciplinary practices shape Black adolescents' adjustment.

Gratitude as a Protective Factor for Cyberbullying Victims: Conditional Effects on School and Life Satisfaction.

Recently, studies linking the emotion of dispositional gratitude to cyberbullying have attracted attention. However, this is still a seminal research area that requires further scientific studies. Through longitudinal data, this study aims to analyze the mitigating effect of gratitude on cybervictimization and two indicators of adolescent subjective well-being, namely school and life satisfaction. To this end, 221 adolescents attending private schools in Peru (age: mean (M) = 12.09; standard deviation (SD) = 0.89) were selected to respond to a self-administered questionnaire in two waves that were six months apart. Descriptive data show that 27% of cybervictims also suffer other types of traditional bullying. The overlaps between forms of bullying contribute to higher probabilities of experiencing low school and life satisfaction compared to non-victims after six months. The results of the moderation analysis show that experience high gratitude help students to maintain stable levels of life satisfaction regardless of the prevalence of cyberbullying after six months The results are discussed in terms of the relevance of fostering gratitude from early ages.

Lower thriving among females with hearing impairment than males - a cross-sectional study of 185 primary and secondary students in Greenland

ABSTRACT The prevalence of ear infections and hearing i mpairment among Greenlandic children is amajor public health problem, and studies investigating the association between hearing impairment and thriving among Greenlandic children are scarce. The aim of this study was to examine the association between hearing impairment and thriving in asample of school-children in Sisimiut, Greenland. This cross-sectional study included children from 5th to 10th grade from two schools in Sisimiut and two schools located in nearby settlements. Participants filled out aquestionnaire and underwent ear examination and audiometry. Binary logistic regression examined the associations of hearing impairment and thriving variables defined as self-rated health, headache and school satisfaction. 179 children participated from schools in Sisimiut, and 6 children were from schools in settlements. The prevalence of hearing impairment was 10% among school-children in Sisimiut. There was atendency among girls with hearing impairment to have higher odds ratios for low self-rated health, often headache and low school-satisfaction. This study indicates that girls with hearing impairment are more susceptible to low thriving compared to girls with normal hearing. Interventions targeting the thriving of hearing impairment among children in Greenland should take gender differences into account.

Psychosocial school environment and health risk behaviours of adolescents in Bulgaria: results from multilevel analysis.

The paper aims to study the relationships between psychosocial school environment and health risk behaviours (cigarette smoking, alcohol consumption, drunkenness, bullying perpetration and early start of sexual life) in a representative sample of Bulgarian adolescents. We apply multilevel analysis, using data from the Bulgarian 2017/2018 "Health Behaviour in School-aged Children (HBSC)" Study. There is a significant variation between schools in Bulgaria in the proportions of students who smoke cigarettes, drink alcohol, get drunk and have an early start of sexual life. Lower school satisfaction is significantly associated with higher odds of smoking and drunkenness. The effect of school pressure differs for smoking and bullying perpetration. The effect of student support also differs for certain types of health risk behaviours. Higher student support is positively associated with frequent alcohol consumption and drunkenness. The relationship between teacher support and alcohol abuse is negative. There is a significant association between characteristics of psychosocial school environment and Bulgarian adolescents' risk health behaviours (cigarette smoking, alcohol consumption, drunkenness, bullying perpetration). Comprehensive and effective health promotion policies in Bulgarian schools are needed in order to facilitate healthy lifestyles.

Psychosocial factors and indoor environmental quality in respiratory symptom reports of pupils: a cross-sectional study in Finnish schools

ObjectivesPoor indoor environmental quality (IEQ) in schools is related to higher respiratory symptoms of pupils, but little is known about the importance of other factors. This study examined the associations...

The Good, the Bad and the Ugly: Die Beziehung zwischen sozialer Mediennutzung, subjektiver Gesundheit und Risikoverhalten im Kindes- und Jugendalter

The current generation of young people spends more time using social media than any other age group. So far, not much is known about the consequences of social media use in terms of health and well-being among teenagers in Germany. The aim of the study was to investigate the association between social media use, health and risk behavior using data from a large representative sample for Germany. Data were obtained from the German part of the WHO collaborative study "Health Behavior in School-aged Children (HBSC)" conducted in 2013/14. The analysis is based on 5.094 students aged 11, 13 and 15 years. Social media use was measured with an index based on 5 items. Outcomes were different measures of health and well-being as well as risk behavior. Analyses were conducted using cross tabulations and log-binomial regression models, separately for girls and boys. The results show that a frequent use of social media among girls was linked with poorer self-rated health (OR=1.58, 95%-CI=1.17-2.15) as well as repeated multiple psychosomatic complaints (OR=1.56, 95%-CI=1.22-1.98). For boys, multiple psychosomatic complaints (OR=1.36, 95%-CI=1.03-1.80) and low school satisfaction (OR=1.39, 95%-CI=1.06-1.83) were associated with high social media use. In terms of risk behavior, there was a clear and consistent link between frequent social media use and regular tobacco and alcohol consumption, drunkenness and bullying of classmates, irrespective of gender. The results remained stable after adjusting for age, school type and migration background. A clear association between social media use and various indicators of health and risk-behavior in childhood and adolescence in Germany could be identified. The results provide first indications of possible health-damaging effects of heavy social media use; these need to be confirmed using longitudinal data.

Prevalence and associated psychosocial and health factors of chronic pain in adolescents: Differences by sex and age.

Chronic pain is a common issue in adolescents. Prevalence of pain and associated factors present differently in sex and age subgroups; however, the interaction of sex and age combined has not been thoroughly assessed. This study aimed to identify psychosocial and health factors associated with chronic pain in younger and older adolescent girls and boys. Students from five schools in grades 5-10 self-completed a pain survey. Participants were 2,280 adolescents (52% girls) aged 10-18years (M=12.95, SD=1.84). Data were analysed using multivariate logistic regression models. Chronic pain was present in 33% of participants. The risk of chronic pain increased by 29% in girls, compared to 16% in boys, per year of age (p=.039). Overall, depression (OR=2.05, p<.001), anxiety (OR=1.51, p<.001), lower school satisfaction (OR=1.41, p=.034) and sleep issues (OR=2.34, p<.001) were associated with chronic pain. Stratified analyses identified unique significant associations between chronic pain and psychosocial factors. In boys aged 10-13years, higher socioeconomic status (OR=1.76, p=.024) and poorer school performance (OR=1.60, p=.027) were uniquely important; in girls aged 10-13years, lower school satisfaction (OR=2.92, p=.003) was associated with pain, and in older girls aged 14-18years, anxiety (OR=1.74, p=.009) was significantly associated with pain. When these differences were assessed statistically, only lower school satisfaction had significant differences between subgroups (p=.049). Many psychosocial and health factors are similarly important, with few differences, for chronic pain in girls and boys at different stages of adolescence. We report evidence that negative psychosocial and health factors are related to a higher prevalence of chronic pain in adolescents. Furthermore, the relationships between anxiety, socioeconomic status, lower school satisfaction and lower school performance with pain may vary between adolescents of differing sexes and ages. Understanding how possible risk factors for chronic pain contribute differently to the pain experience of adolescent girls and boys is an important step towards lowering the prevalence of this common health condition.

Identifying High School Freshmen with Signs of Emotional or Academic Risk: Screening Methods Appropriate for Students in Accelerated Courses

High school freshmen in accelerated courses have known risk and resiliency factors that should be considered within systematic efforts to monitor and promote student academic and emotional well-being. This study created and evaluated a multi-method approach to identify students in Advanced Placement (AP) or International Baccalaureate (IB) courses with signs of risk mid-year in terms of stress, affective engagement, and academic performance. A total of 304 ninth grade students enrolled in AP/IB coursework and five AP/IB teachers at two public high schools in a southeastern state took part in the screening. Using the researcher-developed screening approach, a total of 117 students (38.5%) met criteria for risk in at least one academic or emotional area. These results were compared to those obtained using a teacher nomination form, which had been developed collaboratively by the teachers and researchers, that specified signs of emotional and academic risk. The teacher nomination procedure resulted in the identification of 39.3% of the at-risk student population (average sensitivity rate = 35.7% across teachers). Sensitivity of teacher nominations was higher when identifying academic risk (average = 59.9%) as compared to emotional risk (average = 27.9% and 39.6% of students with low school satisfaction and high stress, respectively). Findings support the collection of data from students (surveys of stress and school satisfaction) and school records (course grades) when identifying AP/IB students to consider for targeted services within a Multi-Tiered System of Supports.

School-to-Family and Family-to-School Enrichment in Women pursuing Post-Secondary Education

Mature and reentry female students enrolled in post-secondary education, in most cases, combine school with other life roles. Despite the growing trend to study how multiple roles may conflict with each other, evidence suggests that multiple roles can be enriching and that female non-traditional students are particularly prone to experience these benefits. Thus, we tested a school-to-family and family-to-school enrichment model, in which school dimensions (mastery experiences, low school exclusion, school satisfaction and school-to- -family balance) were antecedents to school-to-family enrichment and family dimensions (family satisfaction and family-to-school balance) were antecedents of family-to-school enrichment. This model was tested, through path analysis, using 88 non-traditional Portuguese students (female student parents) enrolled in an evening undergraduate program. The model showed an adequate fit to the data, suggesting that aspects of school-to-family and family-to-school enrichment coexist. Mastery experiences and low school exclusion were associated with school-to-family enrichment while perceptions of school-to-family balance and satisfaction with the school role were not. Perceptions of family-to-school balance were associated with family-to-school enrichment but family satisfaction was not. These findings unveil a new view on mature students enrolled at the university, pointing to the role of positive experiences at school and on school-family balance to a better interface of school and family roles.

Challenges in developing in-service teacher training

Teacher education in Finland is widely respected and of high quality. However, there is a recognised need to develop the educational continuum from pre-service education to in-service training. This article deals with challenges connected to in-service teacher training. Based on two projects, consisting of seven one-month courses for teachers of Swedish in Finland, we reflect on the challenges we encountered during the three-year process. In our research, theory and practice, but also data and methods, have been intertwined, as we have studied the phenomenon by using exploratory practice (Allwright, 2003). The projects and the study were based on a thorough literature review. During the planning phase, we identified many issues that should be taken into consideration during in-service training projects for teachers of Swedish, e.g., challenges posed by the new national core curricula and the new distribution of lesson hours, declining results in middle-long Swedish (Syllabus B1), relatively low self-reported school satisfaction, and problems linked with teachers’ professional development. In this paper, we report on challenges we encountered during the process. These included challenges connected to (a) teacher co-operation, (b) traditional vs. modern teaching methods, and (c) teachers’ language skills. Based on our research, we wish to emphasise the importance of research-based planning and implementation of in-service training, as well as a genuine connection between in-service training, teachers’ everyday work and school reality.

The association between class clown dimensions, school experiences and accomplishment

Recent research (Ruch, Platt, & Hofmann, 2014) identified four dimensions of class clown behavior (identifying as a class clown, comic talent, disruptive rule-breaker, and subversive joker). This study investigates whether these dimensions show differential relationships with school achievement, self-reported school satisfaction, positive experiences at school, and teacher-rated classroom behavior in a sample of 157 secondary school children (mean age: 15.4years). School achievement showed a negative relation to two of the four dimensions of class clown behavior. Class clown behavior was related to less positive classroom behavior and with lower school satisfaction, which was mediated by the dimensions of school experiences. While class clowns experience positive emotions at school, their negative relationship with teachers might impair their school satisfaction and achievement. Positive psychology concepts give new insight into the field of class clown behavior and may also be able to offer some solutions.

Predictors of school engagement among same-sex and heterosexual adoptive parents of Kindergarteners

Little research has explored parental engagement in schools in the context of adoptive parent families or same-sex parent families. The current cross-sectional study explored predictors of parents' self-reported school involvement, relationships with teachers, and school satisfaction, in a sample of 103 female same-sex, male same-sex, and heterosexual adoptive parent couples (196 parents) of kindergarten-age children. Parents who reported more contact by teachers about positive or neutral topics (e.g., their child's good grades) reported more involvement and greater satisfaction with schools, regardless of family type. Parents who reported more contact by teachers about negative topics (e.g., their child's behavior problems) reported better relationships with teachers but lower school satisfaction, regardless of family type. Regarding the broader school context, across all family types, parents who felt more accepted by other parents reported more involvement and better parent–teacher relationships; socializing with other parents was related to greater involvement. Regarding the adoption-specific variables, parents who perceived their children's schools as more culturally sensitive were more involved and satisfied with the school, regardless of family type. Perceived cultural sensitivity mattered more for heterosexual adoptive parents' relationships with their teachers than it did for same-sex adoptive parents. Finally, heterosexual adoptive parents who perceived high levels of adoption stigma in their children's schools were less involved than those who perceived low levels of stigma, whereas same-sex adoptive parents who perceived high levels of stigma were more involved than those who perceived low levels of stigma. Our findings have implications for school professionals, such as school psychologists, who work with diverse families.

Life satisfaction, coping, self-esteem and suicide ideation in Chinese adolescents: a school-based study.

To determine the prevalence and associated risk factors of suicidal ideation (SI) among junior, senior high and college school students. A total of 5249 students in Anhui Province of China participated in a self-administered anonymous survey. Females were more likely to report SI than males (32.1% vs. 20.6%). Using binary logistic regression analysis, we found that being female, passive coping, lower family satisfaction, lower school satisfaction, lower living environment satisfaction and higher self-esteem were associated with an increased risk of SI. This study suggested that SI was common among Chinese adolescents. Being female, high score of passive coping, lower family satisfaction, lower school satisfaction, lower living environment satisfaction and higher self-esteem were significantly associated with an increased risk of SI. There is an urgent need to take effective measures reducing the rate of SI among adolescents through collaboration among families, schools and society.

Perceived Quality of Social Relations and Frequent Drunkenness: A Cross-Sectional Study of Spanish Adolescents

The aim of the study was to examine, for female and male students separately, whether perceived quality of relationships with peers and parents and relations in school predict self-reported frequent drunkenness among Spanish adolescents. The Spanish data from the Health Behaviour in School-aged Children Study (HBSC) 2010 survey were used including 1177 female and 1126 male students aged between 15 and 16 years. For both genders, students reporting low school satisfaction had increased odds of frequent drunkenness. Among females, low and medium levels of classmate support were associated with decreased odds of frequent drunkenness, whereas low perceived maternal knowledge as well as medium and low satisfaction with the family increased odds of being frequently drunk. The proportion of male students reporting medium satisfaction with friendships had significantly lower odds of frequent drunkenness compared with those with high level of satisfaction with friendships. We found different associations between perceived quality of social relations and frequent drunkenness among male and female students. Results showed that social relations seemed to better predictors of frequent drunkenness among female than male students and that other factors than social relations may contribute to explain excessive alcohol use among Spanish adolescents.

Why and When is Ethnic Harassment a Risk for Immigrant Adolescents’ School Adjustment? Understanding the Processes and Conditions

Ethnically harassed immigrant youth are at risk for experiencing a wide range of school adjustment problems. However, it is still unclear why and under what conditions experiencing ethnic harassment leads to school adjustment difficulties. To address this limitation in the literature, we examined two important questions. First, we investigated whether self-esteem and/or depressive symptoms would mediate the associations between ethnic harassment and poor school adjustment among immigrant youth. Second, we examined whether immigrant youths' perception of school context would play a buffering role in the pathways between ethnic harassment and school adjustment difficulties. The sample (n = 330; M age = 14.07, SD = .90; 49% girls at T1) was drawn from a longitudinal study in Sweden. The results revealed that experiencing ethnic harassment led to a decrease in immigrant youths' self-esteem over time, and that youths' expectations of academic failure increased. Further, youths' relationships with their teachers and their perceptions of school democracy moderated the mediation processes. Specifically, when youth had poor relationships with their teachers or perceived their school context as less democratic, being exposed to ethnic harassment led to a decrease in their self-esteem. In turn, they reported low school satisfaction and perceived themselves as being unsuccessful in school. Such indirect effects were not observed when youth had high positive relationships with their teachers or perceived their school as offering a democratic environment. These findings highlight the importance of understanding underlying processes and conditions in the examination of the effects of ethnic devaluation experiences in order to reach a more comprehensive understanding of immigrant youths' school adjustment.

School satisfaction among secondary school students: Relations with school achievement and mental health indicators

School satisfaction among secondary school students is a neglected research topic in the field of school psychology. The main aim of this research was to examine the relations between school satisfaction, school achievement and indicators of subjective well-being and emotional distress. The research was carried out on a sample of 408 secondary school students, with the mean age 16.6 years. The results of a one-way ANOVA showed that students reporting very high school satisfaction (upper quartile) had significantly higher levels of subjective well-being, lower levels of emotional distress and greater school achievement that students with both very low (lower quartile) and average (middle 25%) school satisfaction. The results of this research suggest that not only school satisfaction is an important aspect of subjective well-being, it can also be used as a valid general measure of adaptive functioning among pupils.

The Contextual Effect of School Satisfaction on Health-Risk Behaviors in Japanese High School Students

The importance of school contextual effects on health and well-being among young people is currently recognized. This study examines the contextual effects of school satisfaction as well as the effects of individual-level school satisfaction on health-risk behaviors in Japanese high school students. Self-administered questionnaires were distributed to 3248 students in grades 10 through 12 at 29 public high schools throughout Okinawa, Japan. Using multilevel logistic regression models, the effects of individual- and contextual-level school satisfactions on health-risk behaviors were analyzed. The contextual-level school satisfaction was defined as satisfaction at the school level and was measured using aggregated individual scores. Behaviors studied included current smoking, current drinking, and sexual activity. Approximately 15%, 6%, and 5% of the total individual differences in smoking, drinking, and sexual behaviors, respectively, occurred at the school level. Students with lower school satisfaction were more likely to engage in health-risk behaviors compared with those with higher school satisfaction. After adjustment for individual-level school satisfaction and other covariates, the odds of smoking and drinking increased with decreasing contextual-level school satisfaction. However, the association of contextual school satisfaction with sexual activity did not reach statistical significance. This study showed that individual- and contextual-level school satisfactions affected smoking and drinking behaviors in Japanese high school students. However, no significant association between contextual-level school satisfaction and sexual activity was observed.