Simona Horanicova1,2, Daniela Husarova3,4,5, Andrea Madarasova Geckova3,4,5,6, Daniel Klein7, Jitse P van Dijk4,5,6, Andrea F de Winter5, Sijmen A Reijneveld5. 1. Department of Health Psychology and Research Methodology, Faculty of Medicine, P.J. Safarik University in Kosice, Trieda SNP 1, 040 01, Kosice, Slovak Republic. simi.horanicova@gmail.com. 2. Graduate School Kosice Institute for Society and Health, Faculty of Medicine, P.J. Safarik University in Kosice, Trieda SNP 1, 040 01, Kosice, Slovak Republic. simi.horanicova@gmail.com. 3. Department of Health Psychology and Research Methodology, Faculty of Medicine, P.J. Safarik University in Kosice, Trieda SNP 1, 040 01, Kosice, Slovak Republic. 4. Graduate School Kosice Institute for Society and Health, Faculty of Medicine, P.J. Safarik University in Kosice, Trieda SNP 1, 040 01, Kosice, Slovak Republic. 5. Department of Community and Occupational Medicine, University of Groningen, University Medical Center Groningen, A. Deusinglaan 1, 9713 AV, Groningen, The Netherlands. 6. Olomouc University Social Health Institute, Palacky University in Olomouc, Univerzitni 22, Olomouc, 771 11, Czech Republic. 7. Institute of Mathematics, Faculty of Science, P.J. Safarik University in Kosice, Srobarova 2, Kosice, 041 54, Slovak Republic.
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.
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.
Entities:
Keywords:
Adolescence; Classmate support; School satisfaction; Teacher support
Authors: Simona Horanicova; Daniela Husarova; Andrea Madarasova Geckova; Andrea F de Winter; Sijmen A Reijneveld Journal: Front Psychol Date: 2022-03-30
Authors: Sara Brolin Låftman; Maria Granvik Saminathen; Bitte Modin; Petra Löfstedt Journal: Int J Environ Res Public Health Date: 2021-02-01 Impact factor: 3.390
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: Joakim Wahlström; Sara Brolin Låftman; Bitte Modin; Petra Löfstedt Journal: Int J Environ Res Public Health Date: 2021-05-17 Impact factor: 3.390