Social Indicators Research

, Volume 95, Issue 3, pp 421–436

School Attachment Among Taiwanese Adolescents: The Roles of Individual Characteristics, Peer Relationships, and Teacher Well-Being


DOI: 10.1007/s11205-009-9529-3

Cite this article as:
Wei, HS. & Chen, JK. Soc Indic Res (2010) 95: 421. doi:10.1007/s11205-009-9529-3


This study examines the effects of individual characteristics (school grade and gender), peer relationships (peer support and peer victimization), and the subjective well-being of teachers (depression and job satisfaction) on students’ attachment to school. Twenty-four classes in grades 7 through 9 at two middle schools in Taipei were selected as the sample, and survey data were obtained from students and homeroom teachers. Hierarchical linear modeling was used to conduct a two-level analysis on 720 students and 24 teachers with valid data on all research variables. A series of models were constructed and tested stepwise. The results indicated that students’ average school attachment scores varied significantly among classes. A higher school grade was associated with reduced attachment while no gender difference was found. Peer support had a positive influence and peer victimization had a negative effect on school attachment. Finally, job satisfaction of the homeroom teachers positively contributed to students’ attachment to school, but teachers’ depression had no significant effect. Implications for creating a positive classroom environment were discussed.


School attachment Peer victimization Homeroom teacher Well-being Job satisfaction 

Copyright information

© Springer Science+Business Media B.V. 2009

Authors and Affiliations

  1. 1.Department of Social WorkNational Taipei UniversityTaipeiTaiwan
  2. 2.Department of Social WorkChinese University of Hong KongShatinHong Kong

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