Association between Adolescent School Climate and Perceived Quality of Life
- 133 Downloads
Evaluations that incorporate students’ perceptions of school climate and their quality of life are receiving increased interest. This study investigated the magnitude of relationships between 10 school climate domains, and three subjective quality of life measures, specifically overall life satisfaction, school-specific satisfaction, and self-rated health (SRH) among a large, diverse sample of public high school adolescents (N = 1643) from Arizona. Structural equation modeling techniques determined model fit. The model fit the data well: χ2 (n = 1643, 34) = 117.83, CFI = .98, TLI = .96, RMSEA = .039). Consistent with expectations, students’ perceptions of school climate predicted school satisfaction most strongly (β = .40, p < .001), followed by overall life satisfaction (β = .15, p < .001), and SRH (β = .15, p < .001). School connectedness (λ = .74, p < .001), positive student-teacher relationships (λ = .70, p < .001), academic support (λ = .68, p < .001), order and discipline (λ = .68, p < .001), and opportunities for school engagement (λ = .66, p < .001) had the highest loadings. Furthermore, tests of moderator effects revealed that the associations between school climate and school satisfaction and SRH were stronger for females whereas the association between school climate and overall life satisfaction was stronger for males. Results suggest higher levels of positive perceptions school climate are associated with higher levels of positive perceptions of quality of life, which provides additional support for the notion of more comprehensive assessments of school processes and outcomes.
KeywordsSchool climate Perceived quality of life Life satisfaction Self-rated health
The authors are grateful to Nadia Ghani and Rani Collins for their assistance with this project, who at the time of the study were with the Arizona Department of Education.
Compliance with Ethical Standards
Conflicts of Interest
The authors declare that they have no conflict of interest.
- Alavifar, A., Karimimalayer, M., & Anuar, M. K. (2012). Structural equation modeling vs multiple regression. Engineering Science and Technology: An International Journal, 2(2), 326–329 http://www.estij.org/papers/vol2no22012/25vol2no2.pdf.Google Scholar
- Baker, J. A. (1998). The social context of school satisfaction among urban, low-income, African-American students. School Psychology Quarterly, 13, 25–44. https://doi.org/10.1037/h0088970.
- Bao, Z., Li, D., Zhang, W., & Wang, Y. (2015). School climate and delinquency among Chinese adolescents: Analyses of effortful control as a moderator and deviant peer affiliation as a mediator. Journal of Abnormal Child Psychology: An Official Publication of the International Society for Research in Child and Adolescent Psychopathology, 43(1), 81–93. https://doi.org/10.1007/s10802-014-9903-8.CrossRefGoogle Scholar
- Beauchamp, M. K., Bean, J. F., Ward, R. E., Kurlinski, L. A., Latham, N. K., & Jette, A. M. (2015). How should disability be measured in older adults? An analysis from the Boston rehabilitative impairment study of the elderly. Journal of the American Geriatrics Society, 63(6), 1187–1191. https://doi.org/10.1111/jgs.13453.CrossRefGoogle Scholar
- Benyamini, Y., & Idler, E. L. (1999). Community studies reporting association between self-rated health and mortality additional studies, 1995 to 1998. Research on Aging, 21, 392–401 http://journals.sagepub.com/doi/pdf/10.1177/0164027599213002.CrossRefGoogle Scholar
- Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen & J. S. Long (Eds.), Testing structural equation models (pp. 136–162). Newbury Park, CA: Sage.Google Scholar
- Centers for Disease Control and Prevention. (2009). School Connectedness: Strategies for Increasing Protective Factors Among Youth. Atlanta, GA: U.S. Department of Health and Human Services. http://www.cdc.gov/healthyyouth/protective/pdf/connectedness.pdf. Accessed 22 Mar 2017.
- Cohen, J., McCabe, E. M., Michelli, N. M., & Pickeral, T. (2009). School climate: Research, policy, practice, and teacher education. Teachers College Record, 111(1), 180–213. https://schoolclimate.org/climate/documents/policy/School-Climate-Paper-TC-Record.pdf.
- Epstein, J. C., & McPartland, J. M. (1977). The quality of school life scale. Riverside: Riverside Publishing.Google Scholar
- Every Student Succeeds Act (ESSA), S.117, 114th Cong. (2015). https://www.congress.gov/bill/114th-congress/senate-bill/1177/text Accessed 8 Feb 2017.
- Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indices in covariance structure analyses: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1–55. https://doi.org/10.1080/10705519909540118.
- Huebner, E. S., Laughlin, J. E., Ash, C., & Gilman, R. (1998). Further validation of the multidimensional students’ life satisfaction scale. Journal of Psychoeducational Assessment, 16(2), 118–134 http://journals.sagepub.com/doi/abs/10.1177/073428299801600202.CrossRefGoogle Scholar
- Huebner, E. S., Drane, W., & Valois, R. F. (2000). Levels and demographic correlates of adolescent life satisfaction reports. School Psychology International, 21(3), 281–292 http://journals.sagepub.com/doi/abs/10.1177/014303430021300.CrossRefGoogle Scholar
- Huebner, E. S., Gilman, R., Reschly, A., & Hall, R. (2009). Positive schools. In S. J. Lopez & C. R. Snyder (Eds.), Oxford handbook of positive psychology (2nd ed., pp. 561–569). Oxford: Oxford University Press.Google Scholar
- Huebner, E. S., Hills, K. J., Siddall, J., & Gilman, R. (2014). Life satisfaction and schooling. In R. Gilman, E. S. Huebner, & M. Furlong (Eds.), Handbook of Positive Psychology in Schools (pp. 192–208). Routledge: Taylor & Francis: New York, NY.Google Scholar
- Ito, A., & Smith, D. C. (2006). Predictors of school satisfaction among Japanese and U.S. youth. The Community Psychologist, 38, 19–21.Google Scholar
- Klem, A. M., & Connell, J. P. (2004). Relationships matter: Linking teacher support to student engagement and achievement. Journal of School Health, 74(7), 262–273. https://doi.org/10.1111/j.1746-1561.2004.tb08283.x.CrossRefGoogle Scholar
- Marsh, H. W. (1990). Self-description Questionnnaire-1 manual. Campbelltown NSW Australia: University of Western Sydney.Google Scholar
- McNeeley, C. A., Nonnemaker, J. M., & Blum, R. W. (2002). Promoting school connectedness: evidence from the National Longitudinal Study of Adolescent Health. Journal of School Health, 72(4), 138–146. https://doi.org/10.1111/j.1746-1561.2002.tb06533.x.
- Natvig, G. K., Albrektsen, G., & Qvarnstrom, U. (2003). Associations between psychosocial factors and happiness among school adolescents. International Journal of Nursing Practice, 9, 166–175. https://doi.org/10.1046/j.1440-172X.2003.00419.x.
- PISA 2015: PISA results in focus. (2015). OECD Better Policies for Better Lives https://www.oecd.org/pisa/pisa-2015-results-in-focus.pdf Accessed 13 Dec 2017.
- Plank, S. B., Bradshaw, C. P., & Young, H. (2009). An application of “broken windows” and related theories to the study of disorder, fear, and collective efficacy in schools. American Journal of Education, 115(2), 227–247 http://www.journals.uchicago.edu/doi/pdfplus/10.1086/595669.CrossRefGoogle Scholar
- Senate Committee On Health, Education, Labor and Pensions. (2015). The every child achieves act of 2015. http://www.help.senate.gov/imo/media/The_Every_Child_Achieves_Act_of_2015--summary.pdf Accessed 11 Jan 2017.
- Suldo, S. M., Bateman, L. P., & Gelley, C. D. (2014). Understanding and promoting school satisfaction in children and adolescents. In M. J. Furlong, R. Gilman, & E. S. Huebner (Eds.), Handbook of Positive Psychology in Schools (2nd ed., pp. 365–380). New York, NY: Routledge.Google Scholar
- The White House, Office of Press Secretary. (2015). Fact sheet: Congress acts to fix no child left behind. https://www.whitehouse.gov/the-press-office/2015/12/03/fact-sheet-congress-acts-fix-no-child-left-behind Accessed 11 Jan 2017.
- U.S. Department of Health and Human Services (2016). Office of Adolescent Health, 2013 American Time Use Survey, Bureau of Labor Statistics. http://www.hhs.gov/ash/oah/adolescent-health-topics/americas-adolescents/day.html. Accessed 18 Aug 2016.
- Vieno, A., Santinello, M., Pastore, M., & Perkins, D. D. (2007). Social support, sense of community in school, and self-efficacy as resources during early adolescence: An integrative model. American Journal of Community Psychology, 39, 177–190. https://doi.org/10.1007/s10464-007-9095-2
- Wade, T. J., & Vingils, E. (1999). The development of self-rated health during adolescence: An exploration of inter- and intra-cohort effects. Canadian Journal of Public Health, 90, 90–94 http://journal.cpha.ca/index.php/cjph/article/viewFile/1153/1153.Google Scholar
- Wang, Z., Yu, C., Zhang, W., Chen, Y., Zhu, J., & Liu, Q. (2017). School climate and adolescent aggression: A moderated mediation model involving deviant peer affiliation and sensation seeking. Personality and Individual Differences, 119, 301–306. https://doi.org/10.1016/j.paid.2017.08.004.CrossRefGoogle Scholar
- Zullig, K. J., Collins, R., Ghani, N., Patton, J. M., Huebner, E. S., & Ajamie, J. (2014). Psychometric support of the school climate measure in a large, diverse sample of adolescents: A replication and extension. Journal of School Health, 84(2), 82–90. https://doi.org/10.1111/josh.12124.CrossRefGoogle Scholar