Beyond the books: How personality impacts college peer experiences and school satisfaction

2013 ◽  
Author(s):  
Kelci Harris ◽  
Joshua J. Jackson
Keyword(s):  
School Satisfaction ◽  
Peer Experiences

Cooperation and obligation in early parent-child relationships

2020 ◽  
Vol 43 ◽  
Author(s):  
Ross A. Thompson
Keyword(s):  
Social Norms ◽  
Moral Psychology ◽  
Close Relationships ◽  
Social Agency ◽  
Infant Survival ◽  
Peer Experiences ◽  
Early Experiences ◽  
Early Parent ◽  
Collaborative Skills ◽  
Parent Child Relationships

Abstract Tomasello's moral psychology of obligation would be developmentally deepened by greater attention to early experiences of cooperation and shared social agency between parents and infants, evolved to promote infant survival. They provide a foundation for developing understanding of the mutual obligations of close relationships that contribute (alongside peer experiences) to growing collaborative skills, fairness expectations, and fidelity to social norms.

School Satisfaction Scale

2011 ◽  
Author(s):  
Holly Ventura Miller ◽  
J. C. Barnes ◽  
Richard D. Hartley
Keyword(s):  
School Satisfaction ◽  
Satisfaction Scale

Enhancing the College Student Experience: Outcomes of a Leisure Education Program

2018 ◽  
Vol 41 (1) ◽  
pp. 90-106 ◽  
Author(s):  
Katherine A. Jordan ◽  
Ryan J. Gagnon ◽  
Denise M. Anderson ◽  
June J. Pilcher
Keyword(s):  
Life Satisfaction ◽  
College Student ◽  
Student Success ◽  
Education Program ◽  
School Belonging ◽  
Self Esteem ◽  
School Satisfaction ◽  
Student Life ◽  
College Student Success ◽  
Leisure Education

Background: Experiential education in higher education provides opportunities for college student development that contribute to student success. As such, a leisure education program is posited as a complement to experiential education programming. Purpose: This study explored the impact of a leisure education program (leisure skills) on dimensions of college student success, including school satisfaction, student life satisfaction, school belonging, and self-esteem. Methodology/Approach: This study compared 531 leisure skills students with a group of 136 students not enrolled in a leisure skills class. Findings/Conclusions: The results of a repeated-measures analysis indicated leisure skills students fared better than non–leisure skills students in the measured dimensions, maintaining similar levels of school satisfaction, life satisfaction, belonging, and self-esteem over the course of the semester while the non–leisure skills students experienced decreases. Implications: Students who chose leisure skills classes experienced stability and improvement in school and student life satisfaction, school belonging, and self-esteem. Therefore, leisure education programming should be further examined as a mechanism for college student success.

scholarly journals School Satisfaction and Happiness in 10-Year-Old Children from Seven European Countries

Children ◽  
2021 ◽  
Vol 8 (5) ◽  
pp. 370
Author(s):  
Diego Gómez-Baya ◽  
Francisco José García-Moro ◽  
Alicia Muñoz-Silva ◽  
Nuria Martín-Romero
Keyword(s):  
Correlation Analysis ◽  
Student Teachers ◽  
Life Experience ◽  
School Satisfaction ◽  
European Countries ◽  
Student Experiences ◽  
Regression Analyses ◽  
School Life ◽  
Healthy Functioning ◽  
Contextual Indicators

School satisfaction is conceptualized as a crucial factor influencing children´s happiness and consequent healthy functioning in multiple developmental areas. Research to date has mainly evaluated how contextual factors related to the interactions between the student, teachers and classmates influence children’s happiness, not considering other important factors more related to their own student experiences. The aim of the present study was to examine the effect of school satisfaction on happiness in 10-year-old children from Europe. Children’s global school satisfaction levels, as well as different separate indicators of school satisfaction (i.e., satisfaction with other children in class; school marks; school life experience as a student; things they have learned; and relationships with teachers) were considered. The study comprised a sample of 7.445 10-year-old children from seven European countries. First, correlation analysis showed that the overall school satisfaction measure, as well as its different indicators, had positive associations with happiness levels. Second, regression analyses confirmed the effect by indicators of global school satisfaction on happiness. The indicators with the strongest effects were the satisfaction with their life as a student and the satisfaction with other children in the class, while the smallest effects were found regarding the satisfaction with the relationships with teachers and the things learned. These results point out the need to consider personal and contextual indicators of school satisfaction in a program design to foster happiness in 10-year-old children.

scholarly journals The Role of Physical Activity and School Physical Education in Enhancing School Satisfaction and Life Satisfaction

2021 ◽  
Vol 18 (4) ◽  
pp. 1689
Author(s):  
José E. Moral-Garcia ◽  
Alfredo Jiménez ◽  
Antonio S. Cabaco ◽  
Alfredo Jiménez-Eguizabal
Keyword(s):  
Physical Activity ◽  
Life Satisfaction ◽  
School Satisfaction ◽  
School Life ◽  
Satisfaction Scale ◽  
Cross Sectional ◽  
Healthy Habits ◽  
Activity Questionnaire

The aim of this study was to understand the role of school satisfaction on life satisfaction, according to gender, age, body mass index (BMI), and physical activity (PA) level. This was a cross-sectional descriptive study, carried out on 2823 adolescents (1396 boys and 1427 girls), aged between 12 and 16. A specific questionnaire to measure life satisfaction (Brief Multidimensional Student Life Satisfaction Scale (BMSLSS)), a questionnaire to measure satisfaction with school (“Life circumstances of Young people: School”), and the International Physical Activity Questionnaire (IPAQ) were used to analyze PA practice. Gender, age, and BMI were used as control variables. In general, the main results showed that school satisfaction had a clear role in life satisfaction. Similarly, the findings allowed us to conclude that the role of school satisfaction on life satisfaction was more evident in male school children, those who were older, or those who have a higher BMI. The regular practice of PA enhanced school satisfaction and its role on life satisfaction. Therefore, it is very important to assess the importance of school satisfaction as a determinant of quality of life and the adoption of healthy habits, recognizing the fundamental role of teachers in this regard.

scholarly journals The Validation of Chinese Version of the Victimization Subscale of the Revised Peer Experiences Questionnaire

2021 ◽  
Vol 18 (6) ◽  
pp. 2937
Author(s):  
Liheng Fan ◽  
Bu Liu ◽  
Zheng Jin ◽  
Xiangru Zhu
Keyword(s):  
Construct Validity ◽  
Primary School ◽  
Factor Model ◽  
Reliability And Validity ◽  
Chinese Version ◽  
Peer Relationship ◽  
Primary School Students ◽  
School Students ◽  
Internal Reliability ◽  
Peer Experiences

In China, researchers have translated and validated several scales to measure victimization behavior. The aim of the present study was to validate the Chinese version of the victimization subscale of the Revised Peer Experiences Questionnaire (RPEQ) among primary school students. Primary school students aged between 8 and 13 years old (n = 1048) were asked to complete the Chinese version of the victimization subscale of the RPEQ and related scales. We examined internal consistency and the factor structure using confirmatory factor analysis (CFA). Depression, peer relationship, and sleep scales were used to measure construct validity. The CFA results suggested that the four-factor model had a good model fit. The results indicated that internal reliability was good (Cronbach’s α = 0.83). Construct validity was mostly supported by scores on the Chinese version of the victimization subscale of the RPEQ that strongly and positively correlated with depression and negatively correlated with peer relationship and sleep quality. The present study indicated that the Chinese version of the victimization subscale of the RPEQ has adequate reliability and validity for measuring bullying problems among Chinese primary school students.

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