Teacher and classmate support may keep adolescents satisfied with school and education. Does gender matter?
Jazyk angličtina Země Švýcarsko Médium print-electronic
Typ dokumentu srovnávací studie, časopisecké články
PubMed
32936307
DOI
10.1007/s00038-020-01477-1
PII: 10.1007/s00038-020-01477-1
Knihovny.cz E-zdroje
- Klíčová slova
- Adolescence, Classmate support, School satisfaction, Teacher support,
- MeSH
- chování mladistvých psychologie MeSH
- dítě MeSH
- dospělí MeSH
- interpersonální vztahy * MeSH
- lidé středního věku MeSH
- lidé MeSH
- mladiství MeSH
- osobní uspokojení * MeSH
- průřezové studie MeSH
- sexuální faktory MeSH
- školy statistika a číselné údaje MeSH
- sociální opora * MeSH
- studenti psychologie MeSH
- stupeň vzdělání * MeSH
- učitelé psychologie MeSH
- Check Tag
- dítě MeSH
- dospělí MeSH
- lidé středního věku 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: To examine the associations of teacher and classmate support with school satisfaction in adolescents, and whether gender modifies these associations. METHODS: Data were used from the cross-sectional Health Behaviour in School-aged Children study collected in 2018 among Slovak 15-year-old adolescents (N = 931; 50.6% boys). School satisfaction was measured by school engagement and attitudes towards education leading to three groups of adolescents: satisfied, inconsistent and indifferent. We used multinomial logistic regression to examine the associations of teacher and classmate support with school satisfaction and its modification by gender. RESULTS: Adolescents who experienced support from teachers and classmates were less likely to feel indifferent (OR/95% CI: 0.77/0.70-0.85; and 0.76/0.67-0.85, respectively) or inconsistent (OR/95% CI: 0.84/0.77-0.92; and 0.73/0.65-0.81, respectively) than to feel satisfied than adolescents who did not experience such support. Adolescents who experienced support from teachers were less prone to feel indifferent than to feel inconsistent (OR/95% CI: 0.92/0.87-0.97). Gender did not modify the associations of social support with school satisfaction. CONCLUSION: Teacher and classmate support keep adolescents satisfied with school and education and might increase their chances for a healthy development.
Citace poskytuje Crossref.org
