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School Satisfaction of Elementary School Children: The Role of Performance, Peer Relations, Ethnicity and Gender

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Abstract

The present study examines school satisfactionamong 1,090 Dutch and ethnic minority childrenaged between ten and twelve in relation totheir school context. Data were gathered in 51classes from 26 schools. Individual andclassroom variables were examinedsimultaneously, using multilevel analysis.Controlling statistically for general lifesatisfaction and teacher likeability, theresults show that the effects of educationalperformance and peer victimization on schoolsatisfaction were mediated by perceivedscholastic competence and social self-esteem,respectively. In addition, ethnic minoritygroups were more satisfied with school than theDutch pupils, and girls were more satisfiedthan boys. Multilevel analysis showed thatschool satisfaction was dependent on theclassroom context. The academic and socialclimate in the class had positive effects onthe level of satisfaction with school. Thepercentage of Dutch pupils, the percentage ofgirls and the number of pupils had nosignificant independent effects on schoolsatisfaction.

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  1. Faculty of Social Sciences, Utrecht University, Heidelberglaan 2, 3584 CS, Utrecht, The Netherlands

    Maykel Verkuyten & Jochem Thijs

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  1. Maykel Verkuyten
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  2. Jochem Thijs
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Verkuyten, M., Thijs, J. School Satisfaction of Elementary School Children: The Role of Performance, Peer Relations, Ethnicity and Gender. Social Indicators Research 59, 203–228 (2002). https://doi.org/10.1023/A:1016279602893

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