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

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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.

Item Type:

Journal Article (Original Article)

Division/Institute:

07 Faculty of Human Sciences > Institute of Education > School and Teaching Research

UniBE Contributor:

Hascher, Tina

Subjects:

300 Social sciences, sociology & anthropology > 370 Education

ISSN:

0342-183X

Publisher:

E. Reinhardt Verlag

Language:

German

Submitter:

Noemi Martina Casola

Date Deposited:

30 Sep 2014 07:41

Last Modified:

10 Oct 2017 06:27

BORIS DOI:

10.7892/boris.52504

URI:

https://boris.unibe.ch/id/eprint/52504

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