School Life Satisfaction Research Articles

The Relationship Between the Dark Triad and Junior High School Students Satisfaction with School Life: the Chain Mediating Effect of Sense of Control and Sense of Meaning in Life

This study explored how dark triad characteristics affect junior middle school students satisfaction with school life, and further explored the chain mediating role of individual sense of control and sense of life meaning in this association. The study adopted standardized assessment tools, including the Twelve Dark triad questionnaire to measure the dark triad trait, combined with the sense of control scale, the sense of life meaning scale and the school life satisfaction questionnaire, to conduct a comprehensive survey of 416 junior high school students. The results showed that there was a significant negative correlation between the dark triad and junior middle school students sense of control, sense of meaning in life and school life satisfaction. Meanwhile, junior high school students sense of control, sense of life meaning and school life satisfaction are positively correlated. Further analysis reveals that the dark triad not only indirectly affects school life satisfaction through the single path of sense of control or sense of life meaning, but also has a profound impact through the chain mediation mechanism of the two. Specifically, this mediating effect accounts for 22.14% (only through sense of control), 22.54% (only through sense of life meaning) and 18.19% (through the combination of sense of control and sense of life meaning) of the total influence of dark triad on school life satisfaction, respectively. This finding highlights the importance of focusing on and intervening with dark triad characteristics in middle school students, and the value of enhancing sense of control and sense of meaning as potential avenues for improving school life satisfaction.

Mattering And Satisfaction with Life: Gender and Age Differences Among Kenyan Secondary School Students

This study examined how mattering related with satisfaction with school life among secondary school students in Kenya (N= 446, M = 17.40, SD = 1.22; 55.8 % Male). Age and gender differences were also explored. Mattering had a moderate correlation with school life satisfaction. Both age and mattering explained 11 % variance in satisfaction with school life. Age and gender did not moderate the prediction of satisfaction with school life by mattering. The relationship was similar for middle and late adolescent students, but prediction was only significant among the middle adolescent group. No significant gender differences were reported among the study variables. The findings suggest that when students feel important and when their age is taken into account, they are more likely to have higher levels of satisfaction with their school experience.

The Effect of Chinese University's Education Service Quality on Education Trust and School Life Satisfaction: Focusing on the University of Jilin Province, China

The Effect of Chinese University's Education Service Quality on Education Trust and School Life Satisfaction: Focusing on the University of Jilin Province, China

Culturally responsive teaching self-efficacy and cultural diversity climate are positively associated with the academic and psychological adjustment of immigrant and nonimmigrant students.

This study investigated the associations between teachers' culturally responsive teaching (CRT) self-efficacy, students' perceptions of classroom cultural diversity climate (CDC), and the academic and psychological adjustment of elementary school students in culturally diverse German classrooms. The sample included 41 teachers and 234 fourth grade students (Mage = 10.48, SDage = 0.56, 55% female; 38% first immigrant generation). We conducted multilevel analyses to assess the associations between teachers' CRT self-efficacy, student-perceived CDC (i.e., equal treatment by students and heritage and intercultural learning), and students' school achievement, school belongingness, and life satisfaction. We performed mediation analyses to investigate to what extent student-perceived CDC explains the association between CRT self-efficacy and student outcomes. Additionally, we explored the moderating role of students' immigrant generation in the associations. Teachers' CRT self-efficacy and student-perceived equal treatment were positively related to mathematical competence and German vocabulary. Student-perceived heritage and intercultural learning was positively associated with school belongingness and life satisfaction but negatively with reading comprehension. Equal treatment and heritage and intercultural learning did not mediate the relation between CRT self-efficacy and children's adjustment. Findings did not vary across students' immigrant generation. Teachers' CRT self-efficacy and CDC positively contribute to students' academic and psychological adjustment, but independently. Both aspects can be beneficial for the adjustment of elementary school children, regardless of their immigrant generation. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Life Satisfaction and Its Relationship With Personality Traits Among Medical College Students in China.

Life satisfaction is a comprehensive psychological index to measure a person's life quality. Previous studies have found that population sociological factors, physiological factors, psychological factors, and social factors all affect life satisfaction, but few studies have looked at the role of stable psychological factors, such as personality, in life satisfaction. Thus, this study combined previous research results and theories to study the current situation of college students' life satisfaction and its correlation with personality. This study aims to comprehensively assess the life satisfaction levels among university students enrolled in a medical college in China, explore their correlation with various demographic factors and personality traits, identify potential areas for intervention, and provide recommendations for improving students' overall well-being and fostering the development of a positive and healthy personality. A stratified cluster sampling method was used to select college students from a university. The questionnaire consists of general characteristics, a life satisfaction scale, and the Big Five Inventory. Descriptive statistical methods were conducted to describe the college students' life satisfaction status; an analysis of variance was performed to compare the score of life satisfaction among different demographic features; and the correlation between the score of life satisfaction and the Big Five Inventory was also analyzed. A total of 3116 subjects were included in this survey. The life satisfaction of females was higher than that of males in the dimensions of family, friends, school, and overall satisfaction (p<0.05). The life satisfaction of males in the self dimension was higher than that of females (p<0.05). The life satisfaction of different weight types had statistical significance in the life dimension (p<0.05). The life satisfaction of family, school, and overall well-being among smoking college students was lower than that of non-smoking college students (p<0.05). The life satisfaction of non-drinking college students in family, friends, life, school, and overall life satisfaction scores was higher than those of drinking college students (p<0.05). College students who get plenty of sleep a day (more than eight hours) scored higher life satisfaction scores in the self dimension than sleep-deprived college students (p<0.05). In addition to the family dimension, students taking long physical exercise breaks every day had higher life satisfaction scores in every dimension than students lacking physical exercise (p<0.05). The mean score of personality in the agreeableness and openness dimensions is the highest. Correlation analysis showed that the personality score in each dimension was positively correlated with the life satisfaction score in each dimension except for the neuroticism dimension of personality (p<0.05). The life satisfaction of college students is different for different lifestyles. The student management department should pay attention to the physical and mental health of college students with low life satisfaction and further find out the reasons for the difference in life satisfaction. Meanwhile, education should be strengthened for college students and encourage them to give up smoking and alcohol; strengthen physical training; and university education should strengthen the personality cultivation of college students.

Longitudinal Mediating Effect of Self-esteem in the Bidirectional Relationship between School Life Adaptation and Life Satisfaction of Multicultural Children

Objectives: This study sought to verify bidirectionality by examining a bidirectional relationship of school life adaptation and life satisfaction with self-esteem as a mediating variable over time.Methods: Based on data from 2,245 elementary school students extracted from Year 1 (2019), Year 2 (2020), and Year 3 (2021) of the Multicultural Youth Panel Survey (MAPS 2nd), this adopted structural equation modeling method using the autoregressive cross-lagged modeling.Results: The study derived the following results. First, adaptation to school life at a previous point affected self-esteem at a later point, self-esteem at a previous point affected life satisfaction at a later point. In other words, school life adaptation in 4th grade had a positive effect on life satisfaction in 6th grade through selfesteem at 5th grade. Second, life satisfaction at a previous point affected self-esteem at a later point. Selfesteem at an earlier point had an effect on school life adaptation at a later point. That is, life satisfaction in 4th grade had a positive effect on school life adaptation in 6th grade through self-esteem at 5th grade.Conclusion: This study found a bidirectional relationship of school life adaptation and life satisfaction with self-esteem as a mediating variable over time.

Self-esteem and self-concept as correlates of life satisfaction and attitudes toward school among Ghanaian girls.

During adolescence, youth experience several physical, psychosocial, and cognitive changes. Self-esteem and self-concept are identified as protective factors for adolescents in high-income countries, but studies are limited in sub-Saharan Africa. We examined the associations of self-esteem and self-concept with life satisfaction and attitudes toward school using baseline data from 97 Ghanaian adolescent girls at risk of school dropout. Ordinary Least Squares regression models were fitted to examine the association between self-esteem and self-concept on school attitudes and life satisfaction. Self-esteem was positively associated with life satisfaction. Self-concept was associated with more positive attitudes toward school. Hence, self-esteem and self-concept may be critical protective factors in promoting adolescent girls' life satisfaction and positive attitudes toward school.

부모의 온정적 양육이 인지적 공감과 협동심을 통해 청소년의 학교생활만족에 미치는 영향

The purpose of this study is to examine the direct impact of adolescents' per-ceived warm parenting on school life satisfaction and the indirect impact through cognitive empathy and cooperation. To achieve this, the study focused on the cohort data of 2,240 first-year middle school students (1,129 male students, 1,111 female students) surveyed in 2021 from the "Korean Children and Youth Panel Survey 2018" produced by the Korea Institute of Child Care and Education. The collected data were analyzed using Model 6 of the PROCESS macro version 4.2 (Hayes, 2022). The results are as follows. First, concern-ing the direct impact of adolescents' perceived warm parenting on school life satisfaction, warm parenting was found to have a statically significant impact on school life satisfaction. Second, regarding the indirect impact of adolescents' perceived warm parenting on school life satisfaction through cognitive empathy and cooperation, the mediating effects of cog-nitive empathy and cooperation were both significant in each respective path, and the dual mediating effect was also confirmed. The findings of this study are expected to serve as foundational data for education and counseling for adolescents experiencing various diffi-culties in school life.

사관생도의 해양체육 교육만족도와 여가몰입 및 학교생활만족도의 관계

사관생도의 해양체육 교육만족도와 여가몰입 및 학교생활만족도의 관계

Relationships of school climate, parental support, life satisfaction, and internet gaming disorder among adolescents

This research study examines the relationship between school climate, perceived parental support, life satisfaction, and Internet gaming disorder in adolescents. A total of 719 respondents aged 16-19 years participated in the study (M=17.8; SD=1.11). The questionnaire battery consisted of the following research methodologies: the Internet Gaming Disorder Scale-Short-Form (IGDS9-SF; Pontes, Griffiths, 2015), the Delaware School Climate Survey-Student Questionnaire (Bear et al, 2011), Perceived Parental Support Scale (PPS, Thorlindsson et al., 1998), Satisfaction with Life Scale (SWLS, Diener, et. al., 1985). Results demonstrated that parental support acted as a mediator in the relationship between perceived life satisfaction and Internet gaming disorder in adolescents.

Factors affecting depression in adolescents with increased suicidal ideation during the COVID-19 pandemic.

This study examines factors influencing depression in adolescents with increased suicidal ideation during the COVID-19 pandemic, based on an ecological model and using data from the Korean Children and Youth Panel Survey, 2018. We selected adolescents whose suicidal ideation increased between the third and fourth years of the pandemic and who identified their parents as their guardians. Factors related to depression in adolescents were analyzed using stepwise multiple regression, while considering personal and environmental characteristics in the family and school domains. All models were significant, and Model 3 explained 26.8% of the variance. In Model 3, personal characteristics-physical activity, sleep quality on school days, and smartphone dependence-affected adolescents' depression. Parents' life satisfaction and a rejective childrearing attitude were also found to be significant factors affecting adolescents' depression, along with school life satisfaction and school type. Our findings can inform evidence-based nursing interventions to reduce depression in adolescents with increased suicidal ideation. They can also contribute to building strategies to promote mental health in schools after the pandemic, forming healthy life habits, and laying the foundation for lifelong health.

The Effect of Exercise on School Life Satisfaction in Korean Children and Adolescents Considering the Mediation Effects of Physical Health Awareness, Self-Esteem, and Depression.

This study analyzed physical health awareness, self-esteem, and depression as mediation factors in the effect of exercise on school life satisfaction. It compared these between Korean children and adolescents. Based on the 2020 Survey on the Human Rights of Children and Adolescents in Korea, data were extracted on 2,896 children in grades 4 to 6 and 5,727 adolescents in grades 7 to 12. A structural equation model was designed and multi-mediation analysis was conducted using phantom variables. To verify the differences between children and adolescents, latent means, path coefficients, and mediating effect confidence intervals were analyzed. Structural modeling and bootstrapping revealed that the direct and indirect paths were significant in both groups (P<0.01). Comparing the mean differences, children showed higher means than adolescents did in all variables. Among the direct paths, the paths of physical health awareness from exercise practice and school life satisfaction from physical health awareness were higher in adolescents (P<0.01), and the path of school life satisfaction from exercise practice was higher in children (P<0.01). The indirect paths showed that the mediating effect of health awareness between exercise and school life satisfaction was stronger among adolescents. Physical and mental health directly and indirectly affect school life satisfaction, with different patterns in children and adolescents. This study emphasizes the need for different strategies for children and adolescents who are experiencing physical and mental health problems and difficulties adjusting to school life.

Adolescent Well-being and Life Satisfaction: Impact of Digital Technology Usage

Abstract Background Digital technologies have significantly changed the way adolescents perceive the world around them. The perception of the social environment is crucial for their well-being and health. Objectives This paper aims to evaluate the relationship between the perceived life circumstances of adolescents, such as dietary habits, physical activity, obesity, subjective health, the use of digital technology devices, and the level of occupancy with school obligations. Methods/Approach The survey research was conducted on a sample of adolescents between the ages of 11 and 15. Data was analysed using regression analysis and association rules. Results The results present a moderate positive correlation between the level of school obligations and life satisfaction or subjective health, while for the independent variable, time spent in front of screens, the strength of the relationship is moderate and negative. Conclusions The model represents a useful starting point for the recommendations for creating patterns to influence life satisfaction and well-being in adolescence. It provides insight into the potential optimisation of school obligations of adolescents according to the level of life satisfaction, subjective perception of health, and time spent in front of the screen.

학교적응이 아동의 삶의 만족도에 미치는 영향

Objectives The purpose of this study is to identify the effects of children's school adjustment on life satisfaction and to determine whether self-esteem functions as a mediator between these variables, thereby securing basic information that can contribute to the promotion of life satisfaction. Methods We used data from the 13th year (2020) of the Korea Child Panel of the Child Care Policy Institute. The 13th year data reflects the developmental characteristics of the children in the panel, as most of the children who have participated in the panel so far have entered the 6th grade of elementary school and are called adolescents in the later stages of school age. Of the 2,150 households in the Korean Child Panel, we analyzed data from 1,397 of the 1,359 children who responded to the school adjustment, self-esteem, and life satisfaction questions. Spss ver 25.0 was used for statistical analysis. Tests were conducted to measure variables related to children's life sat-isfaction, and school adjustment, self-esteem, and life satisfaction were selected as variables in the structural equation model. Results The main findings of the study are as follows First, school adjustment has a positive effect on children's life satisfaction. Second, school adjustment has a positive effect on self-esteem. Third, there is a partial media-tion effect of self-esteem on the relationship between school adjustment and children's life satisfaction. Conclusions This means that children's positive school adjustment affects their life satisfaction. Based on this, we can confirm that children's school adjustment is an important factor that affects not only life satisfaction but also children's self-esteem, and it is necessary to develop practical interventions and various programs to im-prove children's school adjustment, self-esteem, and life satisfaction.

일개 대학 간호대학생의 심리적 유연성 및 지연행동메타인지신념이 대학생활적응에 미치는 영향

Objectives The purpose of this study was to examine the factor of psychological flexibility, and procrastination of metacognition beliefs on college life adaptation among nursing college students. Methods A cross-sectional online survey was conducted involving 144 freshman and sophomore nursing college students from a university located in city K in March 2023. Data were analyzed using t-test, one-way ANOVA, Pearson correlation coefficients and hierarchical regression analysis with SPSS/WIN version 29.0. Results College life adaptation of nursing students were significant positive correlation with psychological flexi-bility (r=.518, p&lt;.001) and negative correlation with meta-cognition beliefs of procrastination (r=-.192, p=.021). Significant factors influencing nursing college students' college adaptation were school life satisfaction (β=.372, p&lt;.001) and psychological flexibility (β=.443, p&lt;.001), which explained 48.3% of the variance. Conclusions To enhance college students' adaptability, implement school-level strategies for greater satisfaction. Develop effective education, counseling for raising psychological flexibility, and stress-reduction interventions to improve their adjustment to college life.

Psychosocial school factors and mental health of first grade secondary school students-Results of the Health Behaviour in School-aged Children Survey in Serbia.

This cross-sectional study aimed to investigate the association between psychosocial school factors and life satisfaction, symptoms of depression and psychosomatic health complaints among first grade secondary school students in Serbia. We analysed data from the 2018 Health Behaviour in School-aged Children (HBSC) study in the Republic of Serbia. Analyzed psychosocial school factors included satisfaction with school, schoolwork pressure, teacher support, classmate support and being bullied at school. Life satisfaction was assessed by the 11-step Cantril's ladder (cutoff >5). Symptoms of depression were measured by the Center for Epidemiologic Studies Depression Scale (CESD-10) and psychosomatic health complaints by using the HBSC symptom checklist. Univariable and multivariable binary logistic regression was used to determine independent predictors of students' life satisfaction, symptoms of depression and psychosomatic health complaints in the school environment, while also considering their socio-demographic characteristics and perceived family and friend support. The study included 1605 students (average age 15.26 ±0.44 years), of whom 50.3% were females. Results from the binary logistic regression analyses showed that life satisfaction was positively related to school satisfaction and classmate support, and negatively to being bullied at school. Symptoms of depression were positively associated with schoolwork pressure and being bullied at school, and negatively with teacher and classmate support. All analyzed factors of the school environment were significantly related to psychosomatic health complaints, whereby schoolwork pressure and being bullied at school were positively associated, while teacher and classmate support and satisfaction with school were negatively associated. Given the established association of psychosocial school factors with mental health, there is a need for targeted measures both at school and community level with the aim of improving social support in the school environment, reducing schoolwork burden and preventing bullying at school, potentially resulting in the overall improvement of mental health of the first grade secondary school students.

초기 청소년기의 감사성향 및 표현과 학교생활만족간의 관계: 지각한 사회적 지지의 매개효과

초기 청소년기의 감사성향 및 표현과 학교생활만족간의 관계: 지각한 사회적 지지의 매개효과

The Effect of Recognition of Social Disasters on School Life Satisfaction of the Adolescent: The Sequential Mediating Effect of Depression and Smartphone Dependency

The Effect of Recognition of Social Disasters on School Life Satisfaction of the Adolescent: The Sequential Mediating Effect of Depression and Smartphone Dependency

Cultural Identity and the Academic, Social, and Psychological Adjustment of Adolescents with Immigration Background

As Western societies become more ethnically and culturally diverse, understanding the acculturation of immigrant youth is essential for fostering social cohesion. How the cultural identity formation of ethnic minority adolescents relates to their academic, social, and psychological adjustment is an important and as yet unresolved research question. This study examined to what extent identifying with the heritage and/or host culture is an individual resource or risk factor for the adjustment of immigrant youth in Germany. A random sample of 15–17-year-olds (N = 1992; Mage_w1 = 15.3 years, SD = 0.64; 44.5% girls; 44.7% students with immigrant background) was assessed twice: at the end of 9th and 10th grade. Academic performance and three dimensions of social/psychological adjustment (school attachment, self-esteem, and life satisfaction) were examined. Results showed that biculturalism was the modal identification pattern. Contrary to expectations, cultural identification did not differ systematically with perceived distance from the majority culture. Multivariate structural equation modeling revealed that both heritage and host identification can be developmental resources, but that their effects are dependent on the dimension of adjustment; biculturalism only proved to be a cumulative resource for school attachment. The domain specificity of the findings challenges the generalization claims of predominant acculturation theories.

Exploring the Connection Between Sleep Duration and Life Satisfaction Domains in a Magnet High School

Life satisfaction (LS) domains and its relationship to average sleep duration was investigated in 51 students at Bergen Technical High School High School in Teterboro (BCTHS). This was assessed through an online survey that asked about their sleep duration within a 24 hour period, as well as their self-perceived life satisfaction that was divided into three domains: social, mental health, and school LS. The purpose of this study was to determine whether there is a correlation between sleep duration and LS and if so, which LS is most affected by sleep. The quantitative data collected through the survey were analyzed using a multiple linear regression analysis. The results were not consistent with previous research conducted on college students as the results indicated that the three domains have little to no correlation to BCTHS student’s sleep duration. &#x0D;