The social context of school satisfaction among urban, low-income, African-American students

被引:71
作者
Baker, JA [1 ]
机构
[1] Univ Georgia, Dept Educ Psychol, Athens, GA 30605 USA
关键词
D O I
10.1037/h0088970
中图分类号
G44 [教育心理学];
学科分类号
0402 ; 040202 ;
摘要
Nonacademic, contextual factors influencing school satisfaction among low-income, urban, African-American, elementary-school students were examined. Path analysis was used to evaluate the role of classroom social climate, stress, social support, quality of family life, psychological distress, and academic self-concept in predicting school satisfaction, which is one indicator of positive subjective well-being. Results suggest that students' perception of a caring, supportive school community had the most substantive impact of the variables considered on their satisfaction with school. Implications for the school psychologists' prevention and intervention efforts with "at-risk" children are discussed.
引用
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页码:25 / 44
页数:20
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