School satisfaction and social relations: Swedish schoolchildren’s improvement suggestions

Persson, Louise; Haraldsson, Katarina; Hagquist, Curt

doi:10.1007/s00038-015-0696-5

Cited by 22 publications

(14 citation statements)

References 32 publications

(34 reference statements)

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“…Ref. [57] stress the importance of social support and involvement in school [58], while other elements include satisfaction with prosocial activities [59,60], subjective wellbeing [61], and the way all these are able to resist and deal with different risks. Ref.…”

Section: Discussionmentioning

confidence: 99%

Factors in Assessing Recidivism Risk in Young Offenders

et al. 2020

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The research aims to identify if the accumulation of protective and/or risk factors might predict the risk of recidivism in juvenile delinquents and determine the relative weight of both types of factors in the predictions themselves. The risk of criminal recidivism was assessed with the Structured Assessment of Violence Risk in Youth—SAVRY—instrument based on a sample of 192 Adolescents in Conflict with the Law—ACLs—held in juvenile detention centers in the Valencian Community (Spain). The results show that protective variables have greater relative consistency than risk variables when assessing recidivism risk in ACLs. The paper’s findings enable advances in the identification of antisocial behavior patterns using positive variables, and this in turn involves modifying any intervention proposals made by professionals of juvenile justice because psycho-socio-educational processes can now be dealt with on the basis of the ACLs’ potentialities (protective factors) rather than their deficiencies (risk factors) alone.

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Section: Discussionmentioning

confidence: 99%

Factors in Assessing Recidivism Risk in Young Offenders

et al. 2020

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“…From such a perspective, a good education should be concerned about students’ academic learning and SWB in school. In recent years, it is gratifying that some scholars have attached importance to SWB in school (e.g., Konu et al, 2015 ; Tian et al, 2015b ; Persson et al, 2016 ), and evidence is accumulating that indeed SWB and academic achievement and behavior in school are reciprocally related ( Suldo et al, 2011 ; Lyons et al, 2014 ; Ng et al, 2015 ).…”

Section: Introductionmentioning

confidence: 99%

Achievement Goal Orientations and Adolescents’ Subjective Well-Being in School: The Mediating Roles of Academic Social Comparison Directions

Tian

Huebner

2017

Front. Psychol.

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The purpose of this study was to examine the multiple mediational roles of academic social comparison directions (upward academic social comparison and downward academic social comparison) on the relationships between achievement goal orientations (i.e., mastery goals, performance-approach goals, and performance-avoidance goals) and subjective well-being (SWB) in school (school satisfaction, school affect) in adolescent students in China. A total of 883 Chinese adolescent students (430 males; Mean age = 12.99) completed a multi-measure questionnaire. Structural equation modeling was used to examine the hypotheses. Results indicated that (1) mastery goal orientations and performance-approach goal orientations both showed a statistically significant, positive correlation with SWB in school whereas performance-avoidance goal orientations showed a statistically significant, negative correlation with SWB in school among adolescents; (2) upward academic social comparisons mediated the relation between the three types of achievement goal orientations (i.e., mastery goals, performance-approach goals, and performance-avoidance goals) and SWB in school; (3) downward academic social comparisons mediated the relation between mastery goal orientations and SWB in school as well as the relation between performance-avoidance goal orientations and SWB in school. The findings suggest possible important cultural differences in the antecedents of SWB in school in adolescent students in China compared to adolescent students in Western nations.

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“…A poorer classroom climate may be a mix between work behavior (whether or not the children are able to listen to instructions and/or whether they can work properly in the classroom) and children’s disruptive behavior (Veerman 2015 ). A poorer classroom climate is seen as a serious threat to the learning environment (Veerman 2015 ), children’s school achievements, health, well-being (Holen et al 2012 ), and school satisfaction (Persson et al 2016 ). Therefore, a beneficial classroom climate is increasingly recognized in the policy world.…”

Section: Introductionmentioning

confidence: 99%

“…A national investigation of Swedish children’s attitudes to school shows that approximately 60% of the Swedish children, aged 10 to 13, report that a messy and disorderly classroom climate is “sometimes” a problem, and only every fourth child reports that there are almost always or always low levels of a messy and disorderly classroom climate (Skolverket 2013 ). In a recent qualitative study, Swedish children also stated the desire for a more orderly classroom climate and improved classroom discipline (Persson et al 2016 ).…”

Section: Introductionmentioning

confidence: 99%

Classmate characteristics, class composition and children’s perceived classroom climate

Persson

Svensson²

2017

J Public Health

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Aim A beneficial classroom climate is vital for school achievements, health, well-being, and school satisfaction. However, there is little knowledge as to how the classmate characteristics and class composition are related to the level of a perceived messy and disorderly classroom climate and whether the estimated relationships vary between different groups of children. The aim of the study was to explore the relationship between classmate characteristics as well as class composition and children's perceived classroom climate. Method Data from a cross-sectional survey administrated in 71 classes including 1,247 children in a mid-sized Swedish city were used. The analyses were conducted using multilevel models. Results A class with a higher proportion of girls was associated with a lower likelihood of perceiving the classroom climate as messy and disorderly. Moreover, a higher proportion of immigrant children in a class was associated with a perception of a messier and disorderly classroom climate among non-immigrant children, but not among immigrant children themselves. Conclusion Classmate characteristics and class composition deserve more research attention and can be important considerations when aiming to improve the classroom climate and children's well-being in general.

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School satisfaction and social relations: Swedish schoolchildren’s improvement suggestions

Cited by 22 publications

References 32 publications

Factors in Assessing Recidivism Risk in Young Offenders

Factors in Assessing Recidivism Risk in Young Offenders

Achievement Goal Orientations and Adolescents’ Subjective Well-Being in School: The Mediating Roles of Academic Social Comparison Directions

Classmate characteristics, class composition and children’s perceived classroom climate

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