Abstract
OBJECTIVES: To examine the associations of teacher and classmate support with school satisfaction in adolescents, and whether gender modifies these associations.
METHODS: Data were used from the cross-sectional Health Behaviour in School-aged Children study collected in 2018 among Slovak 15-year-old adolescents (N = 931; 50.6% boys). School satisfaction was measured by school engagement and attitudes towards education leading to three groups of adolescents: satisfied, inconsistent and indifferent. We used multinomial logistic regression to examine the associations of teacher and classmate support with school satisfaction and its modification by gender.
RESULTS: Adolescents who experienced support from teachers and classmates were less likely to feel indifferent (OR/95% CI: 0.77/0.70-0.85; and 0.76/0.67-0.85, respectively) or inconsistent (OR/95% CI: 0.84/0.77-0.92; and 0.73/0.65-0.81, respectively) than to feel satisfied than adolescents who did not experience such support. Adolescents who experienced support from teachers were less prone to feel indifferent than to feel inconsistent (OR/95% CI: 0.92/0.87-0.97). Gender did not modify the associations of social support with school satisfaction.
CONCLUSION: Teacher and classmate support keep adolescents satisfied with school and education and might increase their chances for a healthy development.
| Original language | English |
|---|---|
| Pages (from-to) | 1423-1429 |
| Number of pages | 7 |
| Journal | International Journal of Public Health |
| Volume | 65 |
| Issue number | 8 |
| Early online date | 16-Sept-2020 |
| DOIs | |
| Publication status | Published - Nov-2020 |