School satisfaction among Chinese mainland adolescents

Li li Tian1, Rich Gilman2
1South China Normal University, People’s Republic of China
2University of Cincinnati Medical School, United States
Cite this article:  Tian, L. l., & Gilman, R. (2009). School satisfaction among Chinese mainland adolescents. Social Behavior and Personality: An international journal, 37(8), 1095-1100.

Volume 37 Issue 8 | e1923 | Published: September 2009 | DOI: https://doi.org/10.2224/sbp.2009.37.8.1095

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The major goals in this exploratory study were to investigate the absolute levels of school satisfaction, and clarify the relationship between school satisfaction and gender/grade among Chinese mainland adolescents. Participants were 1,339 middle school students from grades 7, 8, 10, and 11 who completed the Adolescents’ School Satisfaction Scale, a subscale of the Adolescents’ School Well-being Scale (Tian, 2008). Results show that the highest school satisfaction domains are peer relationship and teacher-student relationship and that male and female students and students from different grades report different levels of school satisfaction. Implications for future research and educational practices are discussed.

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