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
Language English Country Switzerland Media print-electronic
Document type Comparative Study, Journal Article
Grant support
18-0070
APVV
PubMed
32894334
DOI
10.1007/s00038-020-01474-4
PII: 10.1007/s00038-020-01474-4
Knihovny.cz E-resources
- Keywords
- Adolescents, Disrupted social context, Family affluence, HBSC, Learning difficulties, School satisfaction, Slovakia,
- MeSH
- Adolescent Behavior psychology MeSH
- Child MeSH
- Humans MeSH
- Adolescent MeSH
- Personal Satisfaction * MeSH
- Learning Disabilities psychology MeSH
- Cross-Sectional Studies MeSH
- Family Relations psychology MeSH
- Sex Factors MeSH
- Schools statistics & numerical data MeSH
- Social Environment * MeSH
- Socioeconomic Factors MeSH
- Students psychology MeSH
- Check Tag
- Child MeSH
- Humans MeSH
- Adolescent MeSH
- Male MeSH
- Female MeSH
- Publication type
- Journal Article MeSH
- Comparative Study MeSH
- Geographicals
- Slovakia 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
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