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Teacher and classmate support may keep adolescents satisfied with school and education. Does gender matter?

Author

Listed:
  • Simona Horanicova

    (P.J. Safarik University in Kosice
    P.J. Safarik University in Kosice)

  • Daniela Husarova

    (P.J. Safarik University in Kosice
    P.J. Safarik University in Kosice
    University of Groningen, University Medical Center Groningen)

  • Andrea Madarasova Geckova

    (P.J. Safarik University in Kosice
    P.J. Safarik University in Kosice
    University of Groningen, University Medical Center Groningen
    Palacky University in Olomouc)

  • Daniel Klein

    (P.J. Safarik University in Kosice)

  • Jitse P. Dijk

    (P.J. Safarik University in Kosice
    University of Groningen, University Medical Center Groningen
    Palacky University in Olomouc)

  • Andrea F. Winter

    (University of Groningen, University Medical Center Groningen)

  • Sijmen A. Reijneveld

    (University of Groningen, University Medical Center Groningen)

Abstract

Objectives To examine the associations of teacher and classmate support with school satisfaction in adolescents, and whether gender modifies these associations. Methods Data were used from the cross-sectional Health Behaviour in School-aged Children study collected in 2018 among Slovak 15-year-old adolescents (N = 931; 50.6% boys). School satisfaction was measured by school engagement and attitudes towards education leading to three groups of adolescents: satisfied, inconsistent and indifferent. We used multinomial logistic regression to examine the associations of teacher and classmate support with school satisfaction and its modification by gender. Results Adolescents who experienced support from teachers and classmates were less likely to feel indifferent (OR/95% CI: 0.77/0.70–0.85; and 0.76/0.67–0.85, respectively) or inconsistent (OR/95% CI: 0.84/0.77–0.92; and 0.73/0.65–0.81, respectively) than to feel satisfied than adolescents who did not experience such support. Adolescents who experienced support from teachers were less prone to feel indifferent than to feel inconsistent (OR/95% CI: 0.92/0.87–0.97). Gender did not modify the associations of social support with school satisfaction. Conclusion Teacher and classmate support keep adolescents satisfied with school and education and might increase their chances for a healthy development.

Suggested Citation

  • Simona Horanicova & Daniela Husarova & Andrea Madarasova Geckova & Daniel Klein & Jitse P. Dijk & Andrea F. Winter & Sijmen A. Reijneveld, 2020. "Teacher and classmate support may keep adolescents satisfied with school and education. Does gender matter?," International Journal of Public Health, Springer;Swiss School of Public Health (SSPH+), vol. 65(8), pages 1423-1429, November.
    • Handle: RePEc:spr:ijphth:v:65:y:2020:i:8:d:10.1007_s00038-020-01477-1
    DOI: 10.1007/s00038-020-01477-1
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    References listed on IDEAS

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    1. Nasir Iqbal & Masood Sarwar Awan, 2015. "Determinants of Urban Poverty: The Case of Medium Sized City in Pakistan," The Pakistan Development Review, Pakistan Institute of Development Economics, vol. 54(4), pages 719-738.
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    1. Joakim Wahlström & Sara Brolin Låftman & Bitte Modin & Petra Löfstedt, 2021. "Psychosocial Working Conditions in School and Life Satisfaction among Adolescents in Sweden: A Cross-Sectional Study," IJERPH, MDPI, vol. 18(10), pages 1-12, May.
    2. Simona Horanicova & Daniela Husarova & Andrea Madarasová Gecková & Andrea F. De Winter & Sijmen A. Reijneveld, 2022. "School Satisfaction and Its Associations with Health and Behavioural Outcomes among 15-Years Old Adolescents," IJERPH, MDPI, vol. 19(18), pages 1-9, September.
    3. Sara Brolin Låftman & Maria Granvik Saminathen & Bitte Modin & Petra Löfstedt, 2021. "Excellent Self-Rated Health among Swedish Boys and Girls and Its Relationship with Working Conditions in School: A Cross-Sectional Study," IJERPH, MDPI, vol. 18(3), pages 1-9, February.

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