Publication

School Satisfaction of Elementary School Children: The Role of Performance, Peer Relations, Ethnicity and Gender

Verkuyten, M. & Thijs, J., 2002, In : Social Indicators Research. 59, 2, p. 203 1 p.

Research output: Contribution to journalArticleAcademic

APA

Verkuyten, M., & Thijs, J. (2002). School Satisfaction of Elementary School Children: The Role of Performance, Peer Relations, Ethnicity and Gender. Social Indicators Research, 59(2), 203.

Author

Verkuyten, Maykel ; Thijs, Jochem. / School Satisfaction of Elementary School Children : The Role of Performance, Peer Relations, Ethnicity and Gender. In: Social Indicators Research. 2002 ; Vol. 59, No. 2. pp. 203.

Harvard

Verkuyten, M & Thijs, J 2002, 'School Satisfaction of Elementary School Children: The Role of Performance, Peer Relations, Ethnicity and Gender' Social Indicators Research, vol. 59, no. 2, pp. 203.

Standard

School Satisfaction of Elementary School Children : The Role of Performance, Peer Relations, Ethnicity and Gender. / Verkuyten, Maykel; Thijs, Jochem.

In: Social Indicators Research, Vol. 59, No. 2, 2002, p. 203.

Research output: Contribution to journalArticleAcademic

Vancouver

Verkuyten M, Thijs J. School Satisfaction of Elementary School Children: The Role of Performance, Peer Relations, Ethnicity and Gender. Social Indicators Research. 2002;59(2):203.


BibTeX

@article{95db3109eb874fab914099f6785b2e2c,
title = "School Satisfaction of Elementary School Children: The Role of Performance, Peer Relations, Ethnicity and Gender",
abstract = "The present study examines school satisfaction among 1,090 Dutch and ethnic minority children aged between ten and twelve in relation to their school context. Data were gathered in 51 classes from 26 schools. Individual and classroom variables were examined simultaneously, using multilevel analysis. Controlling statistically for general life satisfaction and teacher likeability, the results show that the effects of educational performance and peer victimization on school satisfaction were mediated by perceived scholastic competence and social self-esteem, respectively. In addition, ethnic minority groups were more satisfied with school than the Dutch pupils, and girls were more satisfied than boys. Multilevel analysis showed that school satisfaction was dependent on the classroom context. The academic and social climate in the class had positive effects on the level of satisfaction with school. The percentage of Dutch pupils, the percentage of girls and the number of pupils had no significant independent effects on school satisfaction.",
author = "Maykel Verkuyten and Jochem Thijs",
note = "Relation: https://www.rug.nl/ date_submitted:2006 Rights: University of Groningen",
year = "2002",
language = "English",
volume = "59",
pages = "203",
journal = "Social Indicators Research",
issn = "1573-0921",
publisher = "SPRINGER",
number = "2",

}

RIS

TY - JOUR

T1 - School Satisfaction of Elementary School Children

T2 - The Role of Performance, Peer Relations, Ethnicity and Gender

AU - Verkuyten, Maykel

AU - Thijs, Jochem

N1 - Relation: https://www.rug.nl/ date_submitted:2006 Rights: University of Groningen

PY - 2002

Y1 - 2002

N2 - The present study examines school satisfaction among 1,090 Dutch and ethnic minority children aged between ten and twelve in relation to their school context. Data were gathered in 51 classes from 26 schools. Individual and classroom variables were examined simultaneously, using multilevel analysis. Controlling statistically for general life satisfaction and teacher likeability, the results show that the effects of educational performance and peer victimization on school satisfaction were mediated by perceived scholastic competence and social self-esteem, respectively. In addition, ethnic minority groups were more satisfied with school than the Dutch pupils, and girls were more satisfied than boys. Multilevel analysis showed that school satisfaction was dependent on the classroom context. The academic and social climate in the class had positive effects on the level of satisfaction with school. The percentage of Dutch pupils, the percentage of girls and the number of pupils had no significant independent effects on school satisfaction.

AB - The present study examines school satisfaction among 1,090 Dutch and ethnic minority children aged between ten and twelve in relation to their school context. Data were gathered in 51 classes from 26 schools. Individual and classroom variables were examined simultaneously, using multilevel analysis. Controlling statistically for general life satisfaction and teacher likeability, the results show that the effects of educational performance and peer victimization on school satisfaction were mediated by perceived scholastic competence and social self-esteem, respectively. In addition, ethnic minority groups were more satisfied with school than the Dutch pupils, and girls were more satisfied than boys. Multilevel analysis showed that school satisfaction was dependent on the classroom context. The academic and social climate in the class had positive effects on the level of satisfaction with school. The percentage of Dutch pupils, the percentage of girls and the number of pupils had no significant independent effects on school satisfaction.

M3 - Article

VL - 59

SP - 203

JO - Social Indicators Research

JF - Social Indicators Research

SN - 1573-0921

IS - 2

ER -

ID: 3034980