School is (not) calling: the associations of gender, family affluence, disruptions in the social context and learning difficulties with school satisfaction among adolescents in Slovakia
Jazyk angličtina Země Švýcarsko Médium print-electronic
Typ dokumentu srovnávací studie, časopisecké články
Grantová podpora
18-0070
APVV
PubMed
32894334
DOI
10.1007/s00038-020-01474-4
PII: 10.1007/s00038-020-01474-4
Knihovny.cz E-zdroje
- Klíčová slova
- Adolescents, Disrupted social context, Family affluence, HBSC, Learning difficulties, School satisfaction, Slovakia,
- MeSH
- chování mladistvých psychologie MeSH
- dítě MeSH
- lidé MeSH
- mladiství MeSH
- osobní uspokojení * MeSH
- poruchy učení psychologie MeSH
- průřezové studie MeSH
- rodinné vztahy psychologie MeSH
- sexuální faktory MeSH
- školy statistika a číselné údaje MeSH
- sociální prostředí * MeSH
- socioekonomické faktory MeSH
- studenti psychologie MeSH
- Check Tag
- dítě MeSH
- lidé MeSH
- mladiství MeSH
- mužské pohlaví MeSH
- ženské pohlaví MeSH
- Publikační typ
- časopisecké články MeSH
- srovnávací studie MeSH
- Geografické názvy
- Slovenská republika MeSH
OBJECTIVES: Education is an important tool to reduce health inequalities. Several factors influence the educational trajectory of children, with school satisfaction being one of them. The aim was to explore how learning difficulties, a disrupted social context and family affluence relate to school satisfaction. METHODS: We used data from the 2018 Slovak cross-sectional Health Behaviour in School-aged Children-study (age 15 years; N = 913; 50.3% boys). School satisfaction was categorized as liking school and caring about education (satisfied), disliking school but caring about education or vice versa (inconsistent), and disliking school and not caring about education (indifferent). We explored the association of learning difficulties, disrupted social context and family affluence with school satisfaction using multinomial logistic regression. RESULTS: Boys, and children having learning difficulties, or disruption in the social context and living in low affluence family were significantly less likely to be satisfied at school. CONCLUSIONS: The key is to create a stimulating and encouraging environment at school, where children successfully learn functional literacy and feel well. The more satisfaction pupils get from school, the more likely is a favourable educational trajectory for them.
Olomouc University Society and Health Institute Palacky University in Olomouc Olomouc Czech Republic
Citace poskytuje Crossref.org
