Lucia Bosakova1,2,3,4, Andrea Madarasova Geckova5,6,7,8, Jitse P van Dijk6,7,8, Sijmen A Reijneveld8. 1. Department of Health Psychology and Research Methodology, Medical Faculty, P.J. Safarik University in Kosice, Kosice, Slovakia. lucia.bosakova@upjs.sk. 2. Olomouc University Society and Health Institute, Palacky University in Olomouc, Olomouc, Czech Republic. lucia.bosakova@upjs.sk. 3. Graduate School Kosice Institute for Society and Health, Medical Faculty, P.J. Safarik University in Kosice, Kosice, Slovakia. lucia.bosakova@upjs.sk. 4. Department of Community and Occupational Medicine, University Medical Center Groningen, University of Groningen, Groningen, The Netherlands. lucia.bosakova@upjs.sk. 5. Department of Health Psychology and Research Methodology, Medical Faculty, P.J. Safarik University in Kosice, Kosice, Slovakia. 6. Olomouc University Society and Health Institute, Palacky University in Olomouc, Olomouc, Czech Republic. 7. Graduate School Kosice Institute for Society and Health, Medical Faculty, P.J. Safarik University in Kosice, Kosice, Slovakia. 8. Department of Community and Occupational Medicine, University Medical Center Groningen, University of Groningen, Groningen, The Netherlands.
Abstract
OBJECTIVES: Education is an important tool to reduce health inequalities. Several factors influence the educational trajectory of children, with school satisfaction being one of them. The aim was to explore how learning difficulties, a disrupted social context and family affluence relate to school satisfaction. METHODS: We used data from the 2018 Slovak cross-sectional Health Behaviour in School-aged Children-study (age 15 years; N = 913; 50.3% boys). School satisfaction was categorized as liking school and caring about education (satisfied), disliking school but caring about education or vice versa (inconsistent), and disliking school and not caring about education (indifferent). We explored the association of learning difficulties, disrupted social context and family affluence with school satisfaction using multinomial logistic regression. RESULTS: Boys, and children having learning difficulties, or disruption in the social context and living in low affluence family were significantly less likely to be satisfied at school. CONCLUSIONS: The key is to create a stimulating and encouraging environment at school, where children successfully learn functional literacy and feel well. The more satisfaction pupils get from school, the more likely is a favourable educational trajectory for them.
OBJECTIVES: Education is an important tool to reduce health inequalities. Several factors influence the educational trajectory of children, with school satisfaction being one of them. The aim was to explore how learning difficulties, a disrupted social context and family affluence relate to school satisfaction. METHODS: We used data from the 2018 Slovak cross-sectional Health Behaviour in School-aged Children-study (age 15 years; N = 913; 50.3% boys). School satisfaction was categorized as liking school and caring about education (satisfied), disliking school but caring about education or vice versa (inconsistent), and disliking school and not caring about education (indifferent). We explored the association of learning difficulties, disrupted social context and family affluence with school satisfaction using multinomial logistic regression. RESULTS:Boys, and children having learning difficulties, or disruption in the social context and living in low affluence family were significantly less likely to be satisfied at school. CONCLUSIONS: The key is to create a stimulating and encouraging environment at school, where children successfully learn functional literacy and feel well. The more satisfaction pupils get from school, the more likely is a favourable educational trajectory for them.
Entities:
Keywords:
Adolescents; Disrupted social context; Family affluence; HBSC; Learning difficulties; School satisfaction; Slovakia
Authors: Simona Horanicova; Daniela Husarova; Andrea Madarasova Geckova; Andrea F de Winter; Sijmen A Reijneveld Journal: Front Psychol Date: 2022-03-30
Authors: Simona Horanicova; Daniela Husarova; Andrea Madarasová Gecková; Andrea F De Winter; Sijmen A Reijneveld Journal: Int J Environ Res Public Health Date: 2022-09-13 Impact factor: 4.614
Authors: Miriama Lackova Rebicova; Zuzana Dankulincova Veselska; Daniela Husarova; Andrea Madarasova Geckova; Danielle E M C Jansen; Jitse P van Dijk; Sijmen A Reijneveld Journal: Int J Environ Res Public Health Date: 2021-12-09 Impact factor: 3.390