Chinese Children's Perceived School Satisfaction: The Role of Contextual and Intrapersonal Factors

Autor/inn/en	Hui, Eadaoin K. P.; Sun, Rachel C. F.
Titel	Chinese Children's Perceived School Satisfaction: The Role of Contextual and Intrapersonal Factors
Quelle	In: Educational Psychology, 30 (2010) 2, S.155-172 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
Schlagwörter	Student Attitudes; Life Satisfaction; Academic Achievement; Educational Practices; Foreign Countries; Performance Factors; Educational Environment; Participant Satisfaction; Peer Relationship; Teacher Student Relationship; Self Esteem; Measures (Individuals); Role Perception; Context Effect; Hong Kong + Suchen Sie Ihr Suchwort? Schülerverhalten; Lebensvollendung; Schulleistung; Bildungspraxis; Ausland; Leistungsindikator; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung; Self-esteem; Selbstaufmerksamkeit; Messdaten; Role conception; Rollenverständnis; Hongkong
Abstract	This study investigated the contribution of school contextual factors and intrapersonal factors to school satisfaction among a sample of Hong Kong Chinese primary school children. A total of 760 children completed the School Satisfaction Subscale of the Multidimensional Life Satisfaction Scale for Children along with self-report measures of intrapersonal factors (self-esteem and hope) and school-related factors (teacher support, peer support, peer conflict, peer victimisation and academic performance). Findings revealed teacher support as the most significant predictor of school satisfaction across grades, followed by academic performance. Hope was found to be a statistically significant mediator of school satisfaction across gender, whereas self-esteem did not act as a potential mediator except in sub-samples of girls and Grade 4 students. The findings lend support to using developmental ecological perspective and cognitive mediation models in studying school satisfaction. The implications of the findings for future research and educational practice were discussed. (Contains 3 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10