Skip to main content
Top
Gepubliceerd in:

08-11-2022 | Empirical Research

The Development of School Satisfaction in Chinese Early Adolescents: The Contributions of Peer Liking and Academic Performance

Auteurs: Mengting Li, Qinglin Bian, Weiqiao Fan, Xinyin Chen

Gepubliceerd in: Journal of Youth and Adolescence | Uitgave 2/2023

Log in om toegang te krijgen
share
DELEN

Deel dit onderdeel of sectie (kopieer de link)

  • Optie A:
    Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
  • Optie B:
    Deel de link per e-mail

Abstract

Research in Western countries has shown a general declining trend of school satisfaction over time among adolescents, yet it remains unclear how social and school factors predict the developmental pattern. Moreover, relative to their Western counterparts, adolescents in China tend to report lower levels of school satisfaction, but little is known about how it develops and the predictors of the development. To fill the gaps, this four-wave longitudinal study explored the developmental patterns of school satisfaction and the contributions of peer liking and academic performance. Six hundred and eighty-nine Chinese adolescents (Mage = 11.39, SDage = 0.53 at Time 1; 53.7% girls) participated in this study from Grade 6 to Grade 9 in 2017 to 2020. School satisfaction was measured each academic year using self-reports. Peer liking was assessed by classroom-based sociometric nominations, and information on academic performance was collected through school records in Grade 6. The conditional growth curve model results showed that peer liking and academic performance positively predicted the intercept of school satisfaction. School satisfaction decreased over time among students with low initial academic achievement, but increased in an exponential manner among students with high initial academic achievement. The results indicated that peer relationships and academic performance might play a role in affecting the level and the development of school satisfaction in the Chinese context.
Bijlagen
Alleen toegankelijk voor geautoriseerde gebruikers
Literatuur
go back to reference Baker, J. A., & Maupin, A. N. (2009). School satisfaction and children’s positive school adjustment. In R. Gilman, E. S. Huebner, & M. J. Furlong (eds.), Handbook of positive psychology in schools (pp. 189–196). Routledge. Baker, J. A., & Maupin, A. N. (2009). School satisfaction and children’s positive school adjustment. In R. Gilman, E. S. Huebner, & M. J. Furlong (eds.), Handbook of positive psychology in schools (pp. 189–196). Routledge.
go back to reference Chen, K. M. (2020). Subjective poverty, deprivation, and the subjective well-being of children and young people: a multilevel growth curve analysis in Taiwan. Children and Youth Services Review, 114, 105045.CrossRef Chen, K. M. (2020). Subjective poverty, deprivation, and the subjective well-being of children and young people: a multilevel growth curve analysis in Taiwan. Children and Youth Services Review, 114, 105045.CrossRef
go back to reference Chen, X., & Chen, H. (2010). Children’s social functioning and adjustment in the changing Chinese society. In R.K. Silbereisen & X. Chen (Eds.), Social change and human development: Concepts and results (pp. 209-226). Sage. Chen, X., & Chen, H. (2010). Children’s social functioning and adjustment in the changing Chinese society. In R.K. Silbereisen & X. Chen (Eds.), Social change and human development: Concepts and results (pp. 209-226). Sage.
go back to reference Cheung, F. M., & Cheung, S. F. (2005). The Chinese Adolescents’ Life Satisfaction Scale (CALSS). Hong Kong SAR, PRC: F. M. Cheung, Department of Psychology, The Chinese University of Hong Kong. Available from. Cheung, F. M., & Cheung, S. F. (2005). The Chinese Adolescents’ Life Satisfaction Scale (CALSS). Hong Kong SAR, PRC: F. M. Cheung, Department of Psychology, The Chinese University of Hong Kong. Available from.
go back to reference Coie, J. D., Terry, R., Lenox, K., Lochman, J., & Hyman, C. (1995). Childhood peer rejection and aggression as predictors of stable patterns of adolescent disorder. Development and Psychopathology, 7(4), 697–713.CrossRef Coie, J. D., Terry, R., Lenox, K., Lochman, J., & Hyman, C. (1995). Childhood peer rejection and aggression as predictors of stable patterns of adolescent disorder. Development and Psychopathology, 7(4), 697–713.CrossRef
go back to reference de Bruine, M., Giletta, M., Denissen, J. J., Sijtsema, J. J., & Oldehinkel, A. J. (2019). A healthy peer status: Peer preference, not popularity, predicts lower systemic inflammation in adolescence. Psychoneuroendocrinology, 109, 104402.CrossRef de Bruine, M., Giletta, M., Denissen, J. J., Sijtsema, J. J., & Oldehinkel, A. J. (2019). A healthy peer status: Peer preference, not popularity, predicts lower systemic inflammation in adolescence. Psychoneuroendocrinology, 109, 104402.CrossRef
go back to reference Diener, E. (1984). Subjective well-being. Psychological Bulletin, 95, 542–575.CrossRef Diener, E. (1984). Subjective well-being. Psychological Bulletin, 95, 542–575.CrossRef
go back to reference Elmore, G. M., & Huebner, E. S. (2010). Adolescents’ satisfaction with school experiences: Relationships with demographics, attachment relationships, and school engagement behavior. Psychology in the Schools, 47(6), 525–537.CrossRef Elmore, G. M., & Huebner, E. S. (2010). Adolescents’ satisfaction with school experiences: Relationships with demographics, attachment relationships, and school engagement behavior. Psychology in the Schools, 47(6), 525–537.CrossRef
go back to reference Epstein, J., & McPartland, J. M. (1976). The concept and measurement of the quality of school life. American Educational Research Journal, 13, 15–30.CrossRef Epstein, J., & McPartland, J. M. (1976). The concept and measurement of the quality of school life. American Educational Research Journal, 13, 15–30.CrossRef
go back to reference Erdley, C. A., & Day, H. J. (2017). Friendship in childhood and adolescence. In M. Hojjat, & A. Moyer (Eds.), The psychology of friendship (pp. 3–19). Oxford University Press. Erdley, C. A., & Day, H. J. (2017). Friendship in childhood and adolescence. In M. Hojjat, & A. Moyer (Eds.), The psychology of friendship (pp. 3–19). Oxford University Press.
go back to reference Erdley, C. A., Nangle, D. W., Newrnan, J. E., & Carpenter, E. M. (2001). Children’s friendship experiences and psychological adjustment: Theory and research. In D. W. Nangle & C. A. Erdley (Eds.), The role of friendship in psychological adjustment. Jossey-Bass. Erdley, C. A., Nangle, D. W., Newrnan, J. E., & Carpenter, E. M. (2001). Children’s friendship experiences and psychological adjustment: Theory and research. In D. W. Nangle & C. A. Erdley (Eds.), The role of friendship in psychological adjustment. Jossey-Bass.
go back to reference Fontaine, R. G., Yang, C., Burks, V. S., Dodge, K. A., Price, J. M., Pettit, G. S., & Bates, J. E. (2009). Loneliness as a partial mediator of the relation between low social preference in childhood and anxious/depressed symptoms in adolescence. Development and Psychopathology, 21(2), 479–491. https://doi.org/10.1017/S0954579409000261.CrossRef Fontaine, R. G., Yang, C., Burks, V. S., Dodge, K. A., Price, J. M., Pettit, G. S., & Bates, J. E. (2009). Loneliness as a partial mediator of the relation between low social preference in childhood and anxious/depressed symptoms in adolescence. Development and Psychopathology, 21(2), 479–491. https://​doi.​org/​10.​1017/​S095457940900026​1.CrossRef
go back to reference Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist, 56(3), 218–226.CrossRef Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist, 56(3), 218–226.CrossRef
go back to reference Fu, R., Chen, X., Wang, L., & Yang, F. (2016). Developmental trajectories of academic achievement in Chinese children: Contributions of early social-behavioral functioning. Journal of Educational Psychology, 108(7), 1001.CrossRef Fu, R., Chen, X., Wang, L., & Yang, F. (2016). Developmental trajectories of academic achievement in Chinese children: Contributions of early social-behavioral functioning. Journal of Educational Psychology, 108(7), 1001.CrossRef
go back to reference Gómez-Baya, D, Matos, M. G. D., & Wiium, N. In: R. Dimitrova N. Wiium, (eds.) (2021). Positive youth development and subjective happiness: examining the mediating role of gratitude and optimism in Spanish emerging adults. Handbook of Positive Youth Development. https://doi.org/10.1007/978-3-030-70262-5_13. 187–202. Cham: Springer. Gómez-Baya, D, Matos, M. G. D., & Wiium, N. In: R. Dimitrova N. Wiium, (eds.) (2021). Positive youth development and subjective happiness: examining the mediating role of gratitude and optimism in Spanish emerging adults. Handbook of Positive Youth Development. https://​doi.​org/​10.​1007/​978-3-030-70262-5_​13. 187–202. Cham: Springer.
go back to reference Gorman, A. H., Kim, J., & Schimmelbusch, A. (2002). The attributes adolescents associate with peer popularity and teacher preference. Journal of School Psychology, 40(2), 143–165.CrossRef Gorman, A. H., Kim, J., & Schimmelbusch, A. (2002). The attributes adolescents associate with peer popularity and teacher preference. Journal of School Psychology, 40(2), 143–165.CrossRef
go back to reference Ho, D. Y. F. (1986). Chinese patterns of socialization: A critical review. In M. H. Bond (Ed.), The psychology of the Chinese people (pp. 1–37). Oxford University Press. Ho, D. Y. F. (1986). Chinese patterns of socialization: A critical review. In M. H. Bond (Ed.), The psychology of the Chinese people (pp. 1–37). Oxford University Press.
go back to reference Ho, M. Y., Cheung, F. M., & Cheung, S. F. (2008). Personality and life events as predictors of adolescents’ life satisfaction: Do life events mediate the link between personality and life satisfaction? Social Indicators Research, 89, 457–471.CrossRef Ho, M. Y., Cheung, F. M., & Cheung, S. F. (2008). Personality and life events as predictors of adolescents’ life satisfaction: Do life events mediate the link between personality and life satisfaction? Social Indicators Research, 89, 457–471.CrossRef
go back to reference Hossain, S., O’Neill, S. C., & Strnadová, I. (2019). What really matters for students’ school satisfaction in Bangladesh? Psychology in the Schools, 56(5), 670–689.CrossRef Hossain, S., O’Neill, S. C., & Strnadová, I. (2019). What really matters for students’ school satisfaction in Bangladesh? Psychology in the Schools, 56(5), 670–689.CrossRef
go back to reference Huebner, E. S., Gilman, R., Reschly, A. L., & Hall, R. (2009). Positive schools. In S. J. Lopez & C. R. Snyder (Eds.), Oxford handbook of positive psychology (pp. 561–568). Oxford University Press. Huebner, E. S., Gilman, R., Reschly, A. L., & Hall, R. (2009). Positive schools. In S. J. Lopez & C. R. Snyder (Eds.), Oxford handbook of positive psychology (pp. 561–568). Oxford University Press.
go back to reference Hui, E. K., & Sun, R. C. (2010). Chinese children’s perceived school satisfaction: The role of contextual and intrapersonal factors. Educational Psychology, 30(2), 155–172.CrossRef Hui, E. K., & Sun, R. C. (2010). Chinese children’s perceived school satisfaction: The role of contextual and intrapersonal factors. Educational Psychology, 30(2), 155–172.CrossRef
go back to reference Jiang, X., Fang, L., & Lyons, M. D. (2019). Does school satisfaction predict coping? A short-term longitudinal examination in early adolescents. Psychology in the Schools, 56(4), 582–594.CrossRef Jiang, X., Fang, L., & Lyons, M. D. (2019). Does school satisfaction predict coping? A short-term longitudinal examination in early adolescents. Psychology in the Schools, 56(4), 582–594.CrossRef
go back to reference Jiang, X., Huebner, E. S., & Siddall, J. (2013). A short-term longitudinal study of differential sources of school-related social support and adolescents’ school satisfaction. Social indicators research, 114(3), 1073–1086.CrossRef Jiang, X., Huebner, E. S., & Siddall, J. (2013). A short-term longitudinal study of differential sources of school-related social support and adolescents’ school satisfaction. Social indicators research, 114(3), 1073–1086.CrossRef
go back to reference Jun, Y., & Shin, J. (2015). The effect of peer acceptance on euphoria among Korean adolescents. Social Behavior and Personality: An International Journal, 43(1), 63–73.CrossRef Jun, Y., & Shin, J. (2015). The effect of peer acceptance on euphoria among Korean adolescents. Social Behavior and Personality: An International Journal, 43(1), 63–73.CrossRef
go back to reference Karatzias, A., Power, K. G., Flemming, J., Lennan, F., & Swanson, V. (2002). The role of demographics, personality variables and school stress on predicting school satisfaction/dissatisfaction: Review of the literature and research findings. Educational Psychology, 22(1), 33–50.CrossRef Karatzias, A., Power, K. G., Flemming, J., Lennan, F., & Swanson, V. (2002). The role of demographics, personality variables and school stress on predicting school satisfaction/dissatisfaction: Review of the literature and research findings. Educational Psychology, 22(1), 33–50.CrossRef
go back to reference Kline, R. (1998). Principles and practice of structural equation modeling. The Guilford Press. Kline, R. (1998). Principles and practice of structural equation modeling. The Guilford Press.
go back to reference Lam, C. S. C., Yeung, P. P., & Yuen, M. (2018). Personal and Environmental Factors Affecting Hong Kong High-Ability Students’ School Satisfaction. Journal of Psychologists and Counsellors in Schools, 28(2), 166–184.CrossRef Lam, C. S. C., Yeung, P. P., & Yuen, M. (2018). Personal and Environmental Factors Affecting Hong Kong High-Ability Students’ School Satisfaction. Journal of Psychologists and Counsellors in Schools, 28(2), 166–184.CrossRef
go back to reference Magnano, P., Boerchi, D., Lodi, E., & Patrizi, P. (2020). The effect of non-intellective competencies and academic performance on school satisfaction. Education Sciences, 10(9), 222.CrossRef Magnano, P., Boerchi, D., Lodi, E., & Patrizi, P. (2020). The effect of non-intellective competencies and academic performance on school satisfaction. Education Sciences, 10(9), 222.CrossRef
go back to reference Malley, J., Basic, J., Beck, M., Tavra, V. K., Feric, M., & Conway, J. (2003). Student perceptions of their schools: an international perspective. International Journal of Reality Therapy, 23(1), 4–11. Malley, J., Basic, J., Beck, M., Tavra, V. K., Feric, M., & Conway, J. (2003). Student perceptions of their schools: an international perspective. International Journal of Reality Therapy, 23(1), 4–11.
go back to reference Moral-Garcia, J. E., Jiménez, A., Cabaco, A. S., & Jiménez-Eguizabal, A. (2021). The Role of Physical Activity and School Physical Education in Enhancing School Satisfaction and Life Satisfaction. International Journal of Environmental Research and Public Health, 18(4), 1689 https://doi.org/10.3390/ijerph18041689.CrossRef Moral-Garcia, J. E., Jiménez, A., Cabaco, A. S., & Jiménez-Eguizabal, A. (2021). The Role of Physical Activity and School Physical Education in Enhancing School Satisfaction and Life Satisfaction. International Journal of Environmental Research and Public Health, 18(4), 1689 https://​doi.​org/​10.​3390/​ijerph18041689.CrossRef
go back to reference National Bureau of Statistics of China. (2021). China Statistical Yearbook. Beijing: China Statistics Press. Accessed on April 20, 2022. National Bureau of Statistics of China. (2021). China Statistical Yearbook. Beijing: China Statistics Press. Accessed on April 20, 2022.
go back to reference OECD. (2019). PISA 2018 Results (Volume III): What School Life Means for Students’ Lives. Paris: OECD Publishing. 10.1787/acd78851-en.CrossRef OECD. (2019). PISA 2018 Results (Volume III): What School Life Means for Students’ Lives. Paris: OECD Publishing. 10.1787/acd78851-en.CrossRef
go back to reference Okun, M. A., Braver, M. W., & Weir, R. M. (1990). Grade level differences in school satisfaction. Social Indicators Research, 22(4), 419–427.CrossRef Okun, M. A., Braver, M. W., & Weir, R. M. (1990). Grade level differences in school satisfaction. Social Indicators Research, 22(4), 419–427.CrossRef
go back to reference Rubin, K. H., Bukowski, W. M., & Bowker, J. C. (2015). Children in peer groups. In M. H. Bornstein, T. Leventhal, & R. M. Lerner (Eds.), Handbook of child psychology and developmental science, Vol. 4: Ecological settings and processes (7th ed., pp. 175–222). Wiley. Rubin, K. H., Bukowski, W. M., & Bowker, J. C. (2015). Children in peer groups. In M. H. Bornstein, T. Leventhal, & R. M. Lerner (Eds.), Handbook of child psychology and developmental science, Vol. 4: Ecological settings and processes (7th ed., pp. 175–222). Wiley.
go back to reference Salmela-Aro, K., & Tuominen-Soini, H. (2010). Adolescents’ Life Satisfaction during the Transition to Post-Comprehensive Education: Antecedents and Consequences. Journal of Happiness Study, 11, 683–701.CrossRef Salmela-Aro, K., & Tuominen-Soini, H. (2010). Adolescents’ Life Satisfaction during the Transition to Post-Comprehensive Education: Antecedents and Consequences. Journal of Happiness Study, 11, 683–701.CrossRef
go back to reference Shoshani, A., & Slone, M. (2013). Middle school transition from the strengths perspective: Young adolescents’ character strengths, subjective well-being, and school adjustment. Journal of Happiness Studies, 14(4), 1163–1181.CrossRef Shoshani, A., & Slone, M. (2013). Middle school transition from the strengths perspective: Young adolescents’ character strengths, subjective well-being, and school adjustment. Journal of Happiness Studies, 14(4), 1163–1181.CrossRef
go back to reference Simões, C., Matos, M. G., Tomé, G., Ferreira, M., & Chaínho, H. (2010). School satisfaction and academic achievement: the effect of school and internal assets as moderators of this relation in adolescents with special needs. Procedia-Social and Behavioral Sciences, 9, 1177–1181.CrossRef Simões, C., Matos, M. G., Tomé, G., Ferreira, M., & Chaínho, H. (2010). School satisfaction and academic achievement: the effect of school and internal assets as moderators of this relation in adolescents with special needs. Procedia-Social and Behavioral Sciences, 9, 1177–1181.CrossRef
go back to reference Skrzypiec, G., Askell‐Williams, H., Zhao, X., Du, W., Cao, F., & Xing, L. (2018). Predictors of Mainland Chinese students’ well-being. Psychology in the Schools, 55(5), 539–554.CrossRef Skrzypiec, G., Askell‐Williams, H., Zhao, X., Du, W., Cao, F., & Xing, L. (2018). Predictors of Mainland Chinese students’ well-being. Psychology in the Schools, 55(5), 539–554.CrossRef
go back to reference Tian, L., & Gilman, R. (2009). School satisfaction among Chinese mainland adolescents. Social Behavior and Personality: An International Journal, 37(8), 1095–1100.CrossRef Tian, L., & Gilman, R. (2009). School satisfaction among Chinese mainland adolescents. Social Behavior and Personality: An International Journal, 37(8), 1095–1100.CrossRef
go back to reference Vasalampi, K., Kiuru, N., & Salmela-Aro, K. (2018). The role of a supportive interpersonal environment and education-related goal motivation during the transition beyond upper secondary education. Contemporary Educational Psychology, 55, 110–119.CrossRef Vasalampi, K., Kiuru, N., & Salmela-Aro, K. (2018). The role of a supportive interpersonal environment and education-related goal motivation during the transition beyond upper secondary education. Contemporary Educational Psychology, 55, 110–119.CrossRef
go back to reference Verkuyten, M., & Thijs, J. (2002). School satisfaction of elementary school children: The role of performance, peer relations, ethnicity and gender. Social Indicators Research, 59, 203–228.CrossRef Verkuyten, M., & Thijs, J. (2002). School satisfaction of elementary school children: The role of performance, peer relations, ethnicity and gender. Social Indicators Research, 59, 203–228.CrossRef
go back to reference Whitley, A. M., Huebner, E. S., Hills, K. J., & Valois, R. F. (2012). Can students be too happy in school? The optimal level of school satisfaction. Applied Research in Quality of Life, 7(4), 337–350. Whitley, A. M., Huebner, E. S., Hills, K. J., & Valois, R. F. (2012). Can students be too happy in school? The optimal level of school satisfaction. Applied Research in Quality of Life, 7(4), 337–350.
go back to reference Yik, M. (2010). How unique is Chinese emotion. In M. H. Bong (Ed.), The Oxford handbook of Chinese psychology (pp 205-220). Oxford University Press. Yik, M. (2010). How unique is Chinese emotion. In M. H. Bong (Ed.), The Oxford handbook of Chinese psychology (pp 205-220). Oxford University Press.
go back to reference Zhou, Q., Main, A., & Wang, Y. (2010). The relations of temperamental effortful control and anger/frustration to Chinese children’s academic achievement and social adjustment: A longitudinal study. Journal of Educational Psychology, 102(1), 180–196.CrossRef Zhou, Q., Main, A., & Wang, Y. (2010). The relations of temperamental effortful control and anger/frustration to Chinese children’s academic achievement and social adjustment: A longitudinal study. Journal of Educational Psychology, 102(1), 180–196.CrossRef
Metagegevens
Titel
The Development of School Satisfaction in Chinese Early Adolescents: The Contributions of Peer Liking and Academic Performance
Auteurs
Mengting Li
Qinglin Bian
Weiqiao Fan
Xinyin Chen
Publicatiedatum
08-11-2022
Uitgeverij
Springer US
Gepubliceerd in
Journal of Youth and Adolescence / Uitgave 2/2023
Print ISSN: 0047-2891
Elektronisch ISSN: 1573-6601
DOI
https://doi.org/10.1007/s10964-022-01701-6