Correlates of School Satisfaction Among Adolescents

Huebner, E. Scott; McCullough, Gable

doi:10.1080/00220670009598725

Cited by 102 publications

(73 citation statements)

References 16 publications

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“…Early in the study of school satisfaction, Epstein and McPartland (1976) reported that a small though statistically significant relation existed between self-esteem and school satisfaction (r = .15), and that anxiety about school was moderately negatively correlated with school satisfaction (r = -.43). Huebner and McCullough (2000) found that high SES, Caucasian students with higher academic self-efficacy indicated higher levels of school satisfaction (r = .28, p < .01). However, Baker (1998) found a negative relationship (r = -0.17, p < .05) between academic self-concept and school satisfaction among urban, low-income, African American students.…”

Section: Contextual Contributors To Positive School Attitudesmentioning

confidence: 97%

The developmental context of school satisfaction: Schools as psychologically healthy environments.

Baker¹,

Dilly²,

Aupperlee³

et al. 2003

School Psychology Quarterly

225

129

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A positive psychology perspective on school psychology challenges us to think critically about the degree to which schools and schooling processes support children's optimum adjustment. We argue that schools contribute to a student's positive adjustment when they function as psychologically healthy environments for development. In this narrative review, we examine contemporary perspectives on positive adjustment in children and propose a developmental-ecological perspective as one theoretical lens through which to view positive school adjustment. We will critique the empirical literature on contextual factors contributing to school satisfaction, one marker of positive school adjustment. Finally, we will make recommendations for practice and research in this area.Psychology has turned an important corner. Whereas our predominant paradigm has focused on human deficits and pathology (Albee, 2000), we are beginning to recognize positive aspects of well-being as foci for the science and practice of psychology. Positive psychology emphasizes aspects of wellness, or the active quality of adapting to various situations and settings that is exhibited through positive behavioral, psychological, and physiological markers (Cowen, 2000). While a deficits model attempts to remediate problems, a positive psychology orientation proactively encourages an individual's development through building strengths and shaping environments that support adjustment (Seligman & Csikszentmihalyi, 2000).

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Section: Contextual Contributors To Positive School Attitudesmentioning

confidence: 97%

The developmental context of school satisfaction: Schools as psychologically healthy environments.

Baker¹,

Dilly²,

Aupperlee³

et al. 2003

School Psychology Quarterly

225

129

View full text Add to dashboard Cite

show abstract

“…Life satisfaction has been identified as an important outcome for adolescents with and without disabilities (Huebner, 2004), and, as mentioned above, an important component of perceptions of subjective well-being (Diener et al, 2002) and quality of life (Huebner, 2004;Huebner, Suldo, Smith, & McKnight, 2004). Life satisfaction has also been related to school functioning (Huebner & Alderman, 1993;Huebner & McCullough, 2000) and a decreased likelihood of externalizing behaviors (McKnight, Huebner, & Suldo, 2002;Suldo & Huebner, 2004a, 2004b. Hope and optimism have, in previous research, been found to contribute to adolescent's life satisfaction (Edwards, 2004).…”

Section: Introductionmentioning

confidence: 99%

The role of positive psychology constructs in predicting life satisfaction in adolescents with and without cognitive disabilities: An exploratory study

Shogren

Lopez

Wehmeyer

et al. 2006

The Journal of Positive Psychology

132

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Positive psychology has begun to foster change in the study of adolescence by directing increased attention to the importance of building on adolescents' strengths and abilities as a means to promote positive outcomes. The purpose of this study was to explore the associations between hope, optimism, locus of control, self-determination, and life satisfaction in adolescents with and without cognitive disabilities using structural equation modeling. The results demonstrated comparability in the measurement of each of these constructs in adolescents with and without disabilities. Hope, optimism, locus of control, and self-determination were strongly correlated, and hope and optimism predicted life satisfaction in adolescents with and without cognitive disabilities. The implications of the findings for future research are discussed.

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“…Furthermore research demonstrated that perceived positive school experiences are related the psychological strengths such as low levels of anxiety, depression, and stress and high levels of hope, self-esteem, and positive affect (Huebner & Gilman, 2006;Huebner et al, 2001;Huebner & McCullough, 2000;McGraw et al, 2008;Verkuyten & Thijs, 2002). Thus it may be suggested that both positive school experiences and life satisfaction are key factors for individuals to be able to have psychological health.…”

Section: Discussionmentioning

confidence: 99%

“…A plethora of studies have proved that academic motivation relate to increased cognitive engagement (Walker & Greene, 2009), improved academic outcomes (Anderson & Keith, 1997), and reduced feelings of anxiety and enhanced feelings of competence (Gottfried, 1990). Studies demonstrated that overall positive school experiences are associated positively with the indicator of psychological well-being such as locus of control (Huebner, Ash, & Laughlin, 2001), positive affect (Verkuyten & Thijs, 2002), self-esteem (Huebner & McCullough, 2000), hope (Huebner & Gilman, 2006), healthy interpersonal behavior and parent and peer support (DeSantis-King, Huebner, Suldo, & Valois, 2006). It was also demonstrated that both older and male students tended to feel more negative school experience than younger and female students (Ding & Hall, 2007).…”

Section: Introductionmentioning

confidence: 99%

Do School Experiences Predict Life Satisfaction in Turkish College Students?

Akın¹

2015

IOJES

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The aim of this research is to examine the predictive role of school experiences on life satisfaction. Participants were 311 college students. In this study, the Perceived School Experiences Scale and the Satisfaction with Life Scale were used. The relationships between school experiences and life satisfaction were examined using correlation analysis and multiple regression analysis. In correlation analysis, academic press, academic motivation, and school connectedness were found positively related to life satisfaction. According to regression results, academic press, academic motivation, and school connectedness predicted life satisfaction in a positive way. School experiences have explained 26% of the variance in life satisfaction. The results were discussed in the light of the related literature and dependent recommendations to the area were given.

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Correlates of School Satisfaction Among Adolescents

Cited by 102 publications

References 16 publications

The developmental context of school satisfaction: Schools as psychologically healthy environments.

The developmental context of school satisfaction: Schools as psychologically healthy environments.

The role of positive psychology constructs in predicting life satisfaction in adolescents with and without cognitive disabilities: An exploratory study

Do School Experiences Predict Life Satisfaction in Turkish College Students?

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