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Learning Environments Research
Erschienen in: Learning Environments Research 1/2020

07.09.2019 | Original Paper

Associations between school climate and student life satisfaction: resilience and bullying as mediating factors

verfasst von: Jill M. Aldridge, Katrina McChesney, Ernest Afari

Erschienen in: Learning Environments Research | Ausgabe 1/2020

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Abstract

Because adolescent life satisfaction is associated with important affective, behavioural and health-related outcomes during both adolescence and later life, strategies for promoting adolescent life satisfaction have potential social value. In the study reported in this article, associations are reported between perceptions of the school climate and reports of bullying, resilience and life satisfaction for 6120 Australian adolescents. The study extended past research, which has given little attention to either the relationships between these variables or the relative roles of various school climate sub-constructs. Aspects of the school climate explained 41% of the variance in adolescents’ resilience, 16% of the variance in bully victimisation, and 54% of the variance in life satisfaction. Further, resilience was positively associated with life satisfaction. These results affirm the importance of the psychosocial school climate as a mechanism for improving adolescent (and life-course) outcomes, strengthening calls for schools to give greater attention to improving their psychosocial climates.
Vorheriger Artikel Effects of friendship and relationship dimensions of classroom environment on general and academic self-concept
Nächster Artikel Myint Swe Khine (Ed.): Emerging trends in learning analytics: leveraging the power of education data (Contemporary approaches to research in learning innovations, volume 12)

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Metadaten
Titel
Associations between school climate and student life satisfaction: resilience and bullying as mediating factors
verfasst von
Jill M. Aldridge
Katrina McChesney
Ernest Afari
Publikationsdatum
07.09.2019
Verlag
Springer Netherlands
Erschienen in
Learning Environments Research / Ausgabe 1/2020
Print ISSN: 1387-1579
Elektronische ISSN: 1573-1855
DOI
https://doi.org/10.1007/s10984-019-09296-9

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