School Attachment among Taiwanese Adolescents: The Roles of Individual Characteristics, Peer Relationships, and Teacher Well-Being

Autor/inn/en	Wei, Hsi-Sheng; Chen, Ji-Kang
Titel	School Attachment among Taiwanese Adolescents: The Roles of Individual Characteristics, Peer Relationships, and Teacher Well-Being
Quelle	In: Social Indicators Research, 95 (2010) 3, S.421-436 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0303-8300
DOI	10.1007/s11205-009-9529-3
Schlagwörter	Middle School Teachers; Individual Characteristics; Job Satisfaction; Adolescents; Middle School Students; Classroom Environment; Gender Differences; Bullying; Depression (Psychology); Student School Relationship; Attachment Behavior; Foreign Countries; Peer Relationship; Well Being; Surveys; Scores; Taiwan (Taipei) + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Student; Students; Schüler; Schülerin; Klassenklima; Unterrichtsklima; Geschlechterkonflikt; Mobbing; Schüler-Lehrer-Beziehung; Attachment; Bindungsverhalten; Ausland; Peer-Beziehungen; Well-being; Wellness; Wohlbefinden; Survey; Umfrage; Befragung
Abstract	This study examines the effects of individual characteristics (school grade and gender), peer relationships (peer support and peer victimization), and the subjective well-being of teachers (depression and job satisfaction) on students' attachment to school. Twenty-four classes in grades 7 through 9 at two middle schools in Taipei were selected as the sample, and survey data were obtained from students and homeroom teachers. Hierarchical linear modeling was used to conduct a two-level analysis on 720 students and 24 teachers with valid data on all research variables. A series of models were constructed and tested stepwise. The results indicated that students' average school attachment scores varied significantly among classes. A higher school grade was associated with reduced attachment while no gender difference was found. Peer support had a positive influence and peer victimization had a negative effect on school attachment. Finally, job satisfaction of the homeroom teachers positively contributed to students' attachment to school, but teachers' depression had no significant effect. Implications for creating a positive classroom environment were discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10