Rights statement: This is the peer reviewed version of the following article: Arciuli, J. and Emerson, E. (2020), Type of disability, gender, and age affect school satisfaction: Findings from the UK Millennium Cohort Study. British Journal of Educational Psychology doi:10.1111/bjep.12344 which has been published in final form at https://onlinelibrary.wiley.com/doi/full/10.1111/bjep.12344 This article may be used for non-commercial purposes in accordance With Wiley Terms and Conditions for self-archiving.
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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 - Type of Disability, Gender, and Age Affect School Satisfaction
T2 - Findings from the UK Millennium Cohort Study
AU - Arciuli, J
AU - Emerson, Eric
N1 - This is the peer reviewed version of the following article: Arciuli, J. and Emerson, E. (2020), Type of disability, gender, and age affect school satisfaction: Findings from the UK Millennium Cohort Study. British Journal of Educational Psychology doi:10.1111/bjep.12344 which has been published in final form at https://onlinelibrary.wiley.com/doi/full/10.1111/bjep.12344 This article may be used for non-commercial purposes in accordance With Wiley Terms and Conditions for self-archiving.
PY - 2020/3/9
Y1 - 2020/3/9
N2 - BackgroundSelf‐reported school satisfaction is an important indicator of child and adolescent well‐being. Few studies have examined how disability, gender, and age affect school satisfaction.AimWe sought to determine whether the interaction between disability and gender with regard to self‐reported school satisfaction might be specific to particular types of disability and particular ages.MethodsWe undertook secondary analysis of Waves 5 and 6 of the UK’s Millennium Cohort Study (MCS), a nationally representative sample of children born 2000–2002. MCS is the fourth in the series of British birth cohort studies.ResultAt 11 years of age (n = 12,207), school satisfaction was significantly higher for girls and those without disabilities. By contrast, at 14 (n = 10,933), school satisfaction was significantly higher for boys and those without disabilities. Subsequent analyses of gender moderation of the association between disability and school satisfaction revealed a significant interaction between gender and disabilities associated with mental health and with dexterity, respectively, at 14 years but not at age 11.ConclusionThese findings will inform future research endeavours, policy, and practice in psychology, education, and other areas associated with child development and disability.
AB - BackgroundSelf‐reported school satisfaction is an important indicator of child and adolescent well‐being. Few studies have examined how disability, gender, and age affect school satisfaction.AimWe sought to determine whether the interaction between disability and gender with regard to self‐reported school satisfaction might be specific to particular types of disability and particular ages.MethodsWe undertook secondary analysis of Waves 5 and 6 of the UK’s Millennium Cohort Study (MCS), a nationally representative sample of children born 2000–2002. MCS is the fourth in the series of British birth cohort studies.ResultAt 11 years of age (n = 12,207), school satisfaction was significantly higher for girls and those without disabilities. By contrast, at 14 (n = 10,933), school satisfaction was significantly higher for boys and those without disabilities. Subsequent analyses of gender moderation of the association between disability and school satisfaction revealed a significant interaction between gender and disabilities associated with mental health and with dexterity, respectively, at 14 years but not at age 11.ConclusionThese findings will inform future research endeavours, policy, and practice in psychology, education, and other areas associated with child development and disability.
U2 - 10.1111/bjep.12344
DO - 10.1111/bjep.12344
M3 - Journal article
VL - 90
SP - 870
EP - 885
JO - British Journal of Educational Psychology
JF - British Journal of Educational Psychology
SN - 0007-0998
IS - 3
ER -