School climate and school satisfaction among high school adolescents

Abstract

Sistema de avaliação: às cegas por pares (double blind review). Universidade Presbiteriana Mackenzie.

High-School Satisfaction Scale (H-Sat Scale): Evaluation of Contextual Satisfaction in Relation to High-School Students’ Life Satisfaction

“…The positive school environment can also avoid risky behaviours since perceived parent-family and school connectedness are protective factors to prevent health risky behaviours [34,35]. The influence of social and environmental variables on school satisfaction was reported in numerous studies: supportive teacher behaviour, positive peer relations and the ability to involve parents about their school experiences, school climate, support from parents, teachers and classmates [19,[36][37][38][39][40]. Zullig, Huebner and Patton [39] have examined environmental factors related to adolescents' satisfaction and school experience, revealing that the factors associated to school climate (e.g., social support, relationship with teachers) are crucial correlates of school satisfaction, and their effect was no sensitive to demographic variables and academic performance levels.…”

Удовлетворенность Старшеклассников Школой: Слагаемые, Факторы, Следствия

“…С позиции психологии исследования удовлетворенности школьной жизнью «фокусируются на том, как и почему люди переживают свою жизнь в позитивном ключе» [Сычев и др., 2018: 6]. Такие исследования направлены, в частности, на изучение психологического климата в школе [Persson, Haraldsson, Hagquist, 2016;Coelho, Dell'Aglio, 2019], оценку социального благополучия учащихся и влияния уровня оптимизма на их физическое здоровье [Kern et al, 2015]. Среди факторов удовлетворенности психологическая научная традиция учитывает идентификацию со школой и личную эффективность учащегося [Simonsen, Rundmo, 2020], а также самооценку, обусловленную поддержкой со стороны родителей, друзей и учителей [Tian et al, 2013].…”

Boarding students' perceptions of school climate and well‐being across gender and sexual orientation

“…More specifically, we aimed to investigate the relation between perceptions of school climate across three domains (i.e., engagement, safety, and environment) and social‐emotional problems (internalizing problems, conduct problems, hyperactivity/inattentive symptoms, and peer problems) and whether these relations differed by student gender (i.e., male, female) or sexual orientation (i.e., heterosexual, sexual minority). It was hypothesized that greater perceptions of school climate (i.e., school engagement, safety, and environment) would be negatively associated with social‐emotional problems (Aldridge et al, 2018; Coelho & Dell'Aglio, 2019) and that the relation between school climate and social‐emotional problems would be more robust for females and sexual minority students, compared to male students and heterosexual students (Colvin et al, 2019; Shochet et al, 2006).…”

“…In comparison to students in traditional schools, boarding students spend the majority of their time at school and often live in boarding houses (i.e., dormitories, boarding residences) (Martin et al, 2016). This residential context may influence students’ perceptions of school climate and, in turn, impact their social‐emotional well‐being, academic success, and life satisfaction (Coelho & Dell'Aglio, 2019; Martin et al, 2016). The lack of research regarding the relation between perceptions of school climate and student social‐emotional problems in boarding schools warrants the need for further study.…”