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Social context of school satisfaction among primary and secondary school children in Hong Kong

Author

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  • Addae, Evelyn Aboagye
  • Kühner, Stefan
  • Lau, Maggie

Abstract

From a socioecological perspective, this study highlights the significance of “context” in school satisfaction research by investigating the role of diverse social contexts in the school satisfaction of children. Using representative primary data from the third wave of the International Survey of Children’s Well-Being (Children’s Worlds), this study employs responses from 1525 children (aged 9–14 years) from 17 primary and 16 secondary schools in Hong Kong to examine the effects of school, family, and community sense of belonging (SoB) and autonomy support (AS) and peer relationships (PR) on school satisfaction. All multivariate regression models were estimated in Stata SE 15.1 using cluster-robust standard errors to account for heteroskedasticity across the 33 primary and secondary schools where the 1525 school children were surveyed. Compared with the family, peer, and community contexts, the school context shows a higher bivariate correlation with school satisfaction. However, when the personal characteristics of the school children are controlled for in the multivariate model specifications, school and community AS and community SoB cannot significantly predict school satisfaction. Instead, high school SoB (β = 0.558, p < 0.001), family SoB (β = 0.267, p < 0.001), family AS (β = 0.178, p < 0.001), and PR (β = 0.221, p < 0.001) can significantly predict high perceived school satisfaction. This study contributes to the literature by showing that factors in the microsystem (i.e., school, peers, and family) moderate the effect of the exosystem (i.e., community factors) on school satisfaction, thereby positing the protective role of the microsystem (i.e., school, peers, and family) in children’s school satisfaction against the effects of their exosystem (i.e, community). In the case of Hong Kong, this study suggests that the school environment plays a primary role in promoting children’s school satisfaction, followed by their family and peers.

Suggested Citation

  • Addae, Evelyn Aboagye & Kühner, Stefan & Lau, Maggie, 2023. "Social context of school satisfaction among primary and secondary school children in Hong Kong," Children and Youth Services Review, Elsevier, vol. 148(C).
    • Handle: RePEc:eee:cysrev:v:148:y:2023:i:c:s0190740923000762
    DOI: 10.1016/j.childyouth.2023.106881
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    References listed on IDEAS

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    1. repec:bla:pacecr:v:23:y:2018:i:2:p:222-243 is not listed on IDEAS
    2. Stefan Kühner & Maggie Lau & Evelyn Aboagye Addae, 2021. "The Mediating Role of Social Capital in the Relationship Between Hong Kong Children’s Socioeconomic Status and Subjective Well-Being," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 14(5), pages 1881-1909, October.
    3. Xu Jiang & E. Huebner & James Siddall, 2013. "A Short-Term Longitudinal Study of Differential Sources of School-Related Social Support and Adolescents’ School Satisfaction," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 114(3), pages 1073-1086, December.
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    6. Justus Randolph & Marjaana Kangas & Heli Ruokamo, 2010. "Predictors of Dutch and Finnish Children’s Satisfaction with Schooling," Journal of Happiness Studies, Springer, vol. 11(2), pages 193-204, April.
    7. Oriol, Xavier & Torres, Javier & Miranda, Rafael & Bilbao, Marian & Ortúzar, Harry, 2017. "Comparing family, friends and satisfaction with school experience as predictors of SWB in children who have and have not made the transition to middle school in different countries," Children and Youth Services Review, Elsevier, vol. 80(C), pages 149-156.
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