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

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 (M_age = 11.39, SD_age = 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.

vorige artikel Mother-Adolescent Perceived Parenting Profiles and Mexican-origin Adolescents’ Academic Performance

volgende artikel Examining the Prospective Bidirectional Associations between Subjective and Objective Attractiveness and Adolescent Internalizing Symptoms and Life Satisfaction

Alleen toegankelijk voor geautoriseerde gebruikers

Baker, J. A., Dilly, L. J., Aupperlee, J. L., & Patil, S. A. (2003). The developmental context of school satisfaction: Schools as psychologically healthy environments. School Psychology Quarterly, 18(2), 206–221. https://doi.org/10.1521/scpq.18.2.206.21861.CrossRef

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.

Cai, H., Huang, Z., Lin, L., Zhang, M., Wang, X., & Jing, Y. (2020). The change of Chinese psychology over the past half century: Empirical research. Advances in Psychological Science, 28(10), 1599–1618. https://doi.org/10.3724/SP.J.1042.2020.01599.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

Chen, L., & Chen, X. (2020). Affiliation with depressive peer groups and social and school adjustment in Chinese adolescents. Development and Psychopathology, 32(3), 1087–1095. https://doi.org/10.1017/S0954579419001184.CrossRef

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., Cen, G., Li, D., & He, Y. (2005). Social functioning and adjustment in Chinese children: The imprint of historical time. Child Development, 76(1), 182–195. https://doi.org/10.1111/j.1467-8624.2005.00838.x.CrossRef

Chen, X., Dong, Q., & Zhou, H. (1997). Authoritative and Authoritarian Parenting Practices and Social and School Performance in Chinese Children. International Journal of Behavioral Development, 21(4), 855–873. https://doi.org/10.1080/016502597384703.CrossRef

Chen, X., & French, D. C. (2008). Children’s social competence in cultural context. Annual Review of Psychology, 59, 591–616. https://doi.org/10.1146/annurev.psych.59.103006.093606.CrossRef

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.

Coie, J. D., Dodge, K. A., & Coppotelli, H. (1982). Dimensions and types of social status: A cross-age perspective. Developmental Psychology, 18(4), 557–570. https://doi.org/10.1037/0012-1649.18.4.557.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

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

Deci, E. L., & Ryan, R. M. (2012). Self-determination theory. In P. A. M. Van Lange, A. W. Kruglanski, & E. T. Higgins (Eds.), Handbook of theories of social psychology (pp. 416–436). Sage Publications Ltd. https://doi.org/10.4135/9781446249215.n21.

Diener, E. (1984). Subjective well-being. Psychological Bulletin, 95, 542–575.CrossRef

Eccles, J. S., Midgley, C., Wigfield, A., Buchanan, C. M., Reuman, D., Flanagan, C., & Mac Iver, D. (1993). Development during adolescence: The impact of stage-environment fit on young adolescents’ experiences in schools and in families. American Psychologist, 48(2), 90–101. https://doi.org/10.1037/0003-066X.48.2.90.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

Epstein, J., & McPartland, J. M. (1976). The concept and measurement of the quality of school life. American Educational Research Journal, 13, 15–30.CrossRef

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., 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.

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

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

French, D. C., & Conrad, J. (2001). School dropout as predicted by peer rejection and antisocial behavior. Journal of Research on Adolescence, 11(3), 225–244. https://doi.org/10.1111/1532-7795.00011.CrossRef

Fu, R., Lee, J., Chen, X., & Wang, L. (2020). Academic self-perceptions and academic achievement in Chinese children: A multiwave longitudinal study. Child Development, 91(5), 1718–1732. https://doi.org/10.1111/cdev.13360.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

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.

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

Hirose, K., Kim, S., Kano, Y., Imada, M., Yoshida, M., & Matsuo, M. (2016). Full information maximum likelihood estimation in factor analysis with a large number of missing values. Journal of Statistical Computation and Simulation, 86(1), 91–104. https://doi.org/10.1080/00949655.2014.995656.CrossRef

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, 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

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

Huebner, E. S., Ash, C., & Laughlin, J. E. (2001). Life experiences, locus of control, and school satisfaction in adolescence. Social indicators research, 55(2), 167–183. https://doi.org/10.1023/A:1010939912548.CrossRef

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.

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

Jamshidian, M., Jalal, S. J., & Jansen, C. (2014). MissMech: An R package for testing homoscedasticity, multivariate normality, and missing completely at random (MCAR). Journal of Statistical Software, 56, 1–31. https://doi.org/10.18637/jss.v056.i06.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

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

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

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

Kline, R. (1998). Principles and practice of structural equation modeling. The Guilford Press.

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

Li, M. (2021). The contributions of indigenous personality and parenting style to life satisfaction development in Chinese adolescents. Frontiers in Psychology, 12, 702408 https://doi.org/10.3389/fpsyg.2021.702408.CrossRef

Loyalka, P., Liu, O. L., Li, G., Kardanova, E., Chirikov, I., Hu, S., & Li, Y. (2021). Skill levels and gains in university STEM education in China, India, Russia and the United States. Nature human behaviour, 5(7), 892–904. https://doi.org/10.1038/s41562-021-01062-3.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

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.

Ministry of Education of China (2019, December 18). Healthy China Action -The Action Plan for Mental Health of Children and adolescents (2019-2022). http://www.moe.gov.cn/jyb_xxgk/moe_1777/moe_1779/202007/t20200728_475479.html.

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

National Bureau of Statistics of China. (2021). China Statistical Yearbook. Beijing: China Statistics Press. Accessed on April 20, 2022.

Ng, J., Xiong, Y., Qu, Y., Cheung, C., Ng, F. F.-Y., Wang, M., & Pomerantz, E. M. (2019). Implications of Chinese and American mothers’ goals for children’s emotional distress. Developmental Psychology, 55(12), 2616–2629. https://doi.org/10.1037/dev0000834.CrossRef

Nikolov, F., & Dumont, H. (2020). The whole is more than the sum of its parts: School composition, school satisfaction and norm-violating behaviour. Journal for Educational Research Online, 12(1), 26–46. https://doi.org/10.25656/01:19117.CrossRef

OECD. (2016). Education in CHINA: A Snapshot. https://www.oecd.org/china/Education-in-China-a-snapshot.pdf.

OECD. (2019). PISA 2018 Results (Volume III): What School Life Means for Students’ Lives. Paris: OECD Publishing. 10.1787/acd78851-en.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

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.

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

Scharenberg, K. (2016). The interplay of social and ethnic classroom composition, tracking, and gender on students’ school satisfaction. Journal of Cognitive Education and Psychology, 15(2), 320–346. https://doi.org/10.1891/1945-8959.15.2.320.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

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

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

Takakura, M., Wake, N., & Kobayashi, M. (2010). The contextual effect of school satisfaction on health-risk behaviors in Japanese high school students. Journal of School Health, 80(11), 544–551. https://doi.org/10.1111/j.1746-1561.2010.00540.x.CrossRef

Tian, L., & Gilman, R. (2009). School satisfaction among Chinese mainland adolescents. Social Behavior and Personality: An International Journal, 37(8), 1095–1100.CrossRef

Tiliouine, H., Rees, G., & Mokaddem, S. (2019). Changes in Self-Reported Well-Being: A Follow-Up Study of Children Aged 12–14 in Algeria. Child Development, 90(2), 359–374. https://doi.org/10.1111/cdev.13132.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

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

Wang, Q. (2013). Chinese socialization and emotion talk between mothers and children in native and immigrant Chinese families. Asian American Journal of Psychology, 4(3), 185–192. https://doi.org/10.1037/a0030868.CrossRef

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.

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.

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

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

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Andere artikelen Uitgave 2/2023

Bullying and Cyberbullying Perpetration and Victimization: Prospective Within-Person Associations

Trajectories of Perceived Technological Impairment and Psychological Distress in Adolescents

Mother-Adolescent Perceived Parenting Profiles and Mexican-origin Adolescents’ Academic Performance

Profiles and Transitions of Cyberbullying Perpetration and Victimization from Childhood to Early Adolescence: Multi-Contextual Risk and Protective Factors

Promoting Diverse Youth’s Career Development through Informal Science Learning: The Role of Inclusivity and Belonging

Type and Breadth of High School Extracurricular Activity Involvement and Postsecondary Psychosocial Well-Being among Diverse Youth