An Exploratory Study on Life Satisfaction and Influencing Factors of Middle School Adolescents: Focusing on individual characteristics, family and school environment characteristics

2021 ◽  
Vol 26 (2) ◽  
pp. 93-111
Author(s):  
Jongwoo Seen ◽  
Hyunsook Chung
Keyword(s):  
Middle School ◽  
Life Satisfaction ◽  
Influencing Factors ◽  
School Environment ◽  
Exploratory Study ◽  
Individual Characteristics

An Exploratory Study on Learning Strategy Profiles of Middle School Freshmen in Korea

2017 ◽  
Vol 2 (1) ◽  
pp. 7-12
Author(s):  
Jong-Yoen Lee ◽  
◽  
Minjung Chei ◽  
Heejung Seo ◽  
◽  
...  
Keyword(s):  
Middle School ◽  
Exploratory Study ◽  
Learning Strategy

Surgeons' work engagement: Influencing factors and relations to job and life satisfaction

The Surgeon ◽  
2014 ◽  
Vol 12 (4) ◽  
pp. 181-190 ◽  
Author(s):  
Stefanie Mache ◽  
Karin Vitzthum ◽  
Burghard F. Klapp ◽  
Gerhard Danzer
Keyword(s):  
Life Satisfaction ◽  
Influencing Factors ◽  
Work Engagement

scholarly journals The School Environment is a Mixed blessing for Seventh-Graders with Autism Spectrum Disorder in Taiwan: A Cohort Study

2021 ◽  
Author(s):  
Hsin-Hui Lu ◽  
Duan-Rung Chen ◽  
An-Kuo Chou
Keyword(s):  
Middle School ◽  
Autism Spectrum Disorder ◽  
Social Exclusion ◽  
School Environment ◽  
Autism Spectrum ◽  
Seventh Graders ◽  
Bullying Victimization ◽  
First Year ◽  
Time Basis ◽  
Regular Classes

Abstract Background : There is strong evidence to support the association between bullying and the onset of mental health conditions in students with ASD. In Taiwan, seventh grade marks the first year in middle school after elementary school. It is also a period when peers tend to affiliate with one another to perform bullying behaviors to establish status among the peer group. Therefore, it is considered one of the most challenging times for students with ASD due to several adjustments within the school environment and the developmental changes that arise at this age.. To assess the association between school environment and bullying victimization among students with autism spectrum disorder (ASD) studying in regular classes in the first year of middle school. Methods: Data were obtained from the Special Needs Education Longitudinal Study database located in the Survey Research Data Archive of Academia Sinica. One hundred and eighty-four seventh-graders with ASD in regular classes across Taiwan were included in the analysis. The primary variables under study were whether they had experienced social exclusion, insults or teasing, extortion, or sexual harassment over the past semester.Results: Participants with a higher positive friendship quality (P = 0.027) and who had received more peer support upon encountering difficulties in school (P = 0.041) were less likely to experience social exclusion. Participants with higher positive friendship quality (P = 0.001) and a more positive learning environment in the classroom (P = 0.031) were less likely to have experienced insults or teasing. However, participants with more friends were more likely to be extorted (P = 0.015) and sexually harassed (P = 0.001) than those with fewer friends. Furthermore, participants in regular classes on a part-time basis were 2.59 times more likely to report sexual harassment than those in regular classes on a full-time basis (P = 0.021). Conclusions : This study suggests that a supportive school environment reduces the likelihood that seventh-graders with ASD are bullied. Clinicians should consider the association between the school environment and bullying victimization among adolescents with ASD in regular classes during their first year of middle school.

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