A Social-Cognitive-Behavioral Model of Academic Predictors of Adolescents' Life Satisfaction

Autor/inn/en	Suldo, Shannon M.; Shaffer, Emily J.; Riley, Kristen N.
Titel	A Social-Cognitive-Behavioral Model of Academic Predictors of Adolescents' Life Satisfaction
Quelle	In: School Psychology Quarterly, 23 (2008) 1, S.56-69 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-3830
DOI	10.1037/1045-3830.23.1.56
Schlagwörter	Life Satisfaction; Quality of Life; Adolescents; Models; Social Environment; Educational Environment; Grades (Scholastic); Schemata (Cognition); Student Attitudes; Self Evaluation (Individuals); High School Students; Prediction; Correlation; Regression (Statistics); Academic Achievement + Suchen Sie Ihr Suchwort? Lebensvollendung; Lebensqualität; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Analogiemodell; Soziales Umfeld; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Notenspiegel; Cognition; Schema; Kognition; Schülerverhalten; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Vorhersage; Korrelation; Regression; Regressionsanalyse; Schulleistung
Abstract	The current study provided a comprehensive examination of factors related to school that are implicated in students' life satisfaction. A theoretical model is put forth that hypothesizes that behavior experiences (classroom conduct, school grades) and social experiences (perceived school climate) at school influence students' cognitions relative to their global academic beliefs and attitudes toward their current school. These cognitive contexts of schooling are hypothesized to constitute students' judgments of their satisfaction with school, an important predictor of global life satisfaction. Self-report measures assessing adolescents' perceptions of these constructs were administered to a pilot sample of 321 high school students in a southeastern city. Simultaneous regression and correlational analyses clarified which aspects of school climate and other school-related factors were significantly associated with students' life satisfaction. Results of a revised path model provided preliminary support for the model. Findings support the relevance of considering students' quality of life in addition to the current focus on monitoring academic achievement. (Contains 2 figures and 5 tables.) (Author).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10