Citation

Arciuli J, Emerson E, Llewellyn G. Sch. Psychol. Q. 2019; 34(2): 148-158.

Affiliation

Centre for Disability Research and Policy.

Copyright

(Copyright © 2019, American Psychological Association)

DOI

10.1037/spq0000275

PMID

30284888

Abstract

School satisfaction is a critical aspect of well-being for every child and adolescent. Yet studies have rarely investigated whether school satisfaction varies depending upon participant characteristics and school-related social factors. Here we investigated whether disability and gender moderate adolescents' self-report of school satisfaction. We also explored the role of mediating variables such as teacher support, parent support, and relationships with peers (including friendships and also bullying). Our analysis of data from 3,830 adolescents revealed a significant interaction between disability and gender. Girls with disabilities reported the lowest school satisfaction, an effect that appeared to be more strongly mediated by perceived lack of teacher support than other variables. Our findings are novel in disaggregating school satisfaction data by both disability and gender to reveal an interaction between these variables and in investigating the role of mediating variables relating to school-related social factors. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Language: en