Student's satisfaction and their social integration into the classroom

Neuenschwander, Markus; Hascher, Tina (2003). Student's satisfaction and their social integration into the classroom. Psychologie in Erziehung und Unterricht, 50(3), pp. 270-280. E. Reinhardt Verlag

Text Zufriedenheit von Schülerinnen und Schülern ud ihre soziale Integration_Neuenschwander_Hascher_2003.pdf - Published Version Restricted to registered users only Available under License Publisher holds Copyright. Download (19MB)

Satisfaction in adolescence is suggested to be context specific. According to this view, life satisfaction is differenciated from satisfaction with school, form satisfaction with teachers and from satisfaction with class-mates. In a longitudinal study with 692 students of the grades 7 to 12, recruited from 50 classrooms in three Swiss cantons (Bern, Aargau, and Solothurn), students’ objective social status (sociogram), their subjective social status and social cohesion as well as their general life satisfaction, their satisfaction with teachers and with class-mates in the German class (questionnaires) were assessed. Subjective social status in the class and social cohesion, rather than objective class status, predicted satisfaction in the German class even one year later. Measures of satisfaction were rather stable over time. Feeling socially integrated and accepted in the class-room not only predicted satisfaction with the classmates but generalized to satisfaction in other contexts.

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