Rights statement: ©American Psychological Association, 2019. This paper is not the copy of record and may not exactly replicate the authoritative document published in the APA journal. Please do not copy or cite without author's permission. The final article is available, upon publication, at: 10.1037/spq0000275
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Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
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TY - JOUR
T1 - Adolescents’ Self-Report of School Satisfaction
T2 - The Interaction Between Disability and Gender
AU - Arciuli, Joanne
AU - Emerson, Eric Broughton
AU - Llewellyn, Gwynnyth
N1 - ©American Psychological Association, 2019. This paper is not the copy of record and may not exactly replicate the authoritative document published in the APA journal. Please do not copy or cite without author's permission. The final article is available, upon publication, at: 10.1037/spq0000275
PY - 2019/3/1
Y1 - 2019/3/1
N2 - School satisfaction is a critical aspect of well-being for every child and adolescent. Yet studies have rarely investigated whether school satisfaction varies depending upon participant characteristics and school-related social factors. Here we investigated whether disability and gender moderate adolescents’ self-report of school satisfaction. We also explored the role of mediating variables such as teacher support, parent support, and relationships with peers (including friendships and also bullying). Our analysis of data from 3,830 adolescents revealed a significant interaction between disability and gender. Girls with disabilities reported the lowest school satisfaction, an effect that appeared to be more strongly mediated by perceived lack of teacher support than other variables. Our findings are novel in disaggregating school satisfaction data by both disability and gender to reveal an interaction between these variables and in investigating the role of mediating variables relating to school-related social factors.
AB - School satisfaction is a critical aspect of well-being for every child and adolescent. Yet studies have rarely investigated whether school satisfaction varies depending upon participant characteristics and school-related social factors. Here we investigated whether disability and gender moderate adolescents’ self-report of school satisfaction. We also explored the role of mediating variables such as teacher support, parent support, and relationships with peers (including friendships and also bullying). Our analysis of data from 3,830 adolescents revealed a significant interaction between disability and gender. Girls with disabilities reported the lowest school satisfaction, an effect that appeared to be more strongly mediated by perceived lack of teacher support than other variables. Our findings are novel in disaggregating school satisfaction data by both disability and gender to reveal an interaction between these variables and in investigating the role of mediating variables relating to school-related social factors.
U2 - 10.1037/spq0000275
DO - 10.1037/spq0000275
M3 - Journal article
VL - 34
SP - 148
EP - 158
JO - School Psychology
JF - School Psychology
SN - 2578-4218
IS - 2
ER -