The Development of School Satisfaction in Chinese Early Adolescents: The Contributions of Peer Liking and Academic Performance

Trajectories and latent classes of school enjoyment in adolescence: Associations with peer victimization and mental health.

“…These students are thought to have adapted to the new school environment, exhibiting lower levels of mental health problems and experiencing less relational and overt victimization than their peers in the 1st year of middle school, as shown in the present study. The findings are consistent with previous “variable-centered” research showing that school enjoyment is associated with higher peer social status and lower mental health and behavioral problems (Cadman et al, 2021; Li et al, 2023). Recent data from UNICEF suggest that although adolescents in Japan are better at academic learning outcomes than those in other countries, the levels of their mental health and well-being are lower (The United Nations Children’s Fund Innocenti, 2020).…”

“…School enjoyment is a term that describes how much a student likes going to school and enjoys his or her time with peers and teachers at school (Furuichi & Tamaki, 1994; Hou et al, 2020). Research shows that enjoyment of school leads to positive developmental outcomes, including healthy peer relationships and better mental health (Cadman et al, 2021; Li et al, 2023). School enjoyment or liking is also helpful for student success, as it has been shown to be associated with academic achievement, engagement, and motivation to learn (Cadman et al, 2021; Hou et al, 2020; Riglin et al, 2013).…”

“…Hou et al (2020) also found that students who reported lower or significantly lower levels of school enjoyment were more likely to anticipate absenteeism compared to their peers. In a recent longitudinal study conducted in China, Li et al (2023) examined the association between social and academic factors (i.e., peer liking—being liked by peers and academic performance) and school satisfaction or enjoyment from Grades 6 to 9. The results showed that peer liking and academic performance predicted initial levels of school satisfaction.…”

Predictors of absenteeism: A longitudinal cohort study of Japanese elementary and junior high schools

“…Sitting in a classroom for a prolonged period without genuine learning and understanding of lessons poses concerns for students. Poor academic performance has been associated with low satisfaction with classes and school [34,35], which may lead to mental health problems and school absenteeism. Studies have shown that supplemental academic training, such as remedial education, tutoring, and homework assistance, can prevent absenteeism due to a lack of understanding of class content [21].…”

The Effect of the Motivational Climate on Satisfaction with Physical Education in Secondary School Education: Mediation of Teacher Strategies in Maintaining Discipline

“…Current scientific evidence emphasizes the importance of ensuring students feel satisfied with PE classes [6,21,25]. Students' satisfaction with classes can influence their stress [26], social relationships [27], and academic performance [28,29]. Conversely, dissatisfaction has been associated with negative behaviors such as anxiety [30], depression [31], and even dropout behaviors [32].…”