Relationships among school climate domains and school satisfaction
Relationships among school climate domains and school satisfaction
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学校氛围领域与学校满意度之间的关系
DOI：
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发表时间：
2011
期刊：
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通讯作者：
Jon M. Patton
中科院分区：
文献类型：
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作者：
K. Zullig;E. Huebner;Jon M. Patton
本研究在2049名初高中学生中调查了八个学校气候域与全球学校满意度之间的关系程度。对调节效应进行了测试，以确定学校气候域与学校满意度之间的关系的大小是否作为学生性别、年级、年龄、GPA或SES的函数而不同。多元回归分析表明，五个学校气候域与学校满意度显著相关（p< 0.05）。01)：学术支持（beta权重= 0.17），积极的师生关系（0.12），学校联系（0.11），秩序和纪律（0.13）和学术满意度（0.12）。此外，学校气候变量对学生学校满意度的重要性在人口统计变量和学业成绩水平上呈现不变。学校氛围和学校满意度措施的纳入可以为更全面的评估奠定基础，以了解和监测学生在学校的经历。- 2010 Wiley期刊公司
This study investigated the magnitude of the relationships between eight school climate domains and a measure of global school satisfaction among 2,049 middle and high school students. Tests of moderator effects were conducted to determine if the magnitude of the relationships between the school climate domains and school satisfaction differed as a function of students’ gender, grade, age, GPA, or SES. Multiple regression analyses suggested that five school climate domains are significantly related to school satisfaction ( p<. 01): Academic Support (beta weight = 0.17), Positive Student-Teacher Relationships (0.12), School Connectedness (0.11), Order and Discipline (0.13), and Academic Satisfaction (0.12). In addition, the importance of the school climate variables to students’ school satisfaction appeared invariant across the demographic variables and academic performance levels. The inclusion of school climate and school satisfaction measures may form a foundation for more comprehensive assessments for understanding and monitoring the experiences of students in schools. C � 2010 Wiley Periodicals, Inc.