1
|
Guo T, Li T, Qi Z. Perceived school service quality and vocational students' learning satisfaction: Mediating role of conceptions of vocational education. PLoS One 2024; 19:e0307392. [PMID: 39167617 PMCID: PMC11338464 DOI: 10.1371/journal.pone.0307392] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/18/2023] [Accepted: 07/04/2024] [Indexed: 08/23/2024] Open
Abstract
This study examined the relationships among vocational students' perceptions of school service quality, their learning satisfaction, and their conceptions of vocational education in Chinese secondary vocational schools. Using a quantitative approach, data were collected from 10,721 students through multistage sampling. Perceived school service quality was assessed using the five-factor SERVPERF instrument, learning satisfaction was measured with the one-factor SSwLA scale, and conceptions of vocational education were evaluated using the one-factor SCoVE scale. These instruments were subjected to internal, convergent, discriminant, and construct validity tests, including exploratory and confirmatory factor analyses. Structural equation modeling (SEM) analyzed the relationships among the constructs. Additionally, mediation analysis was employed to explore the mediating role of students' conceptions of vocational education in the relationship between perceived school service quality and learning satisfaction. Results indicated that learning satisfaction was positively influenced by students' perceptions of school service quality, particularly responsiveness, assurance, reliability, and empathy, but negatively by tangibles. Furthermore, the association between students' perceived school service quality and learning satisfaction was mediated by their conceptions of vocational education, highlighting the complex interaction between perceived service quality and students' learning satisfaction. These findings provide critical insights for policymakers and educators seeking to enhance effectiveness and satisfaction within vocational education settings.
Collapse
Affiliation(s)
- Tao Guo
- Faculty of Education, Shaanxi Normal University, Xi’an, China
| | - Tianxin Li
- Faculty of Education, Shaanxi Normal University, Xi’an, China
| | - Zhanyong Qi
- Faculty of Education, Shaanxi Normal University, Xi’an, China
| |
Collapse
|
2
|
Lau NS, Cheung RYM, Lai CKS, Lau AYT, Fung MC. Effects of mindfulness on stress, life satisfaction, and savoring beliefs among Hong Kong Chinese adolescents during the COVID-19 pandemic. Front Psychol 2023; 14:1118288. [PMID: 37255518 PMCID: PMC10226523 DOI: 10.3389/fpsyg.2023.1118288] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/07/2022] [Accepted: 04/19/2023] [Indexed: 06/01/2023] Open
Abstract
Adolescents all over the world are vulnerable in facing developmental challenges. Recent studies have evidenced that the unexpected interruptions of school learning during the COVID-19 pandemic have raised concerns about the well-being of adolescents. This present study sought to investigate the relationship between mindfulness, stress, savoring beliefs, and satisfaction of life among adolescents in Hong Kong during COVID-19. A total of 240 Hong Kong Chinese adolescents between 15 and 19 years of age (M = 15.60; SD = 0.70) from schools with different religious backgrounds completed an online survey. Findings from hierarchical linear regression indicated that statistically, mindfulness negatively predicted stress and positively predicted life satisfaction and savoring beliefs. Students with faiths did not show any significant differences in mindfulness and other variables in this study from students without faiths. In terms of implications, these findings provide positive evidence that mindfulness may be an important aspect for interventions designed to enhance life satisfaction and savoring beliefs, and reduce stress of adolescents over challenging times. Overall, this study suggests youth service providers to develop effective strategies in schools and communities for further promoting wellbeing and resilience of adolescents.
Collapse
Affiliation(s)
- Ngar-sze Lau
- Department of Educational Administration and Policy, The Chinese University of Hong Kong, Hong Kong, Hong Kong SAR, China
| | - Rebecca Y. M. Cheung
- School of Psychology and Clinical Language Sciences, University of Reading, Reading, United Kingdom
| | - Cheuk Ki Stephanie Lai
- Department of Special Education and Counseling, The Education University of Hong Kong, Hong Kong, Hong Kong SAR, China
| | - Abby Yan Tung Lau
- Centre for Psychosocial Health, The Education University of Hong Kong, Hong Kong, Hong Kong SAR, China
| | - Man Ching Fung
- The Jockey Club School of Public Health and Primary Care, Faculty of Medicine, The Chinese University of Hong Kong, Hong Kong, Hong Kong SAR, China
| |
Collapse
|
3
|
Dou D, Shek DTL, Wong T. Ecological predictors of academic satisfaction in senior secondary school students in Hong Kong: The mediating role of academic confidence. Front Psychol 2022; 13:1041873. [DOI: 10.3389/fpsyg.2022.1041873] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/11/2022] [Accepted: 11/08/2022] [Indexed: 12/03/2022] Open
Abstract
IntroductionAlthough the secondary school curriculum reform has taken place for more than 1 decade in Hong Kong, very few studies have examined senior secondary school students’ academic satisfaction and its predictors at the individual and school levels. The present study examined the influence of academic stress, school support, positive youth development (PYD) attributes on academic satisfaction via the mediation of academic confidence among senior secondary school students using three-wave longitudinal data.MethodsThis study was derived from a 6-year longitudinal project examining youth development among Hong Kong adolescents. Only three waves of data collected from 2,023 students, including 959 boys (47.4%) and 1,040 girls (51.4%), from grade 10 to 12 (i.e., Waves 4–6), were used in the present study focusing on senior high school years. Students responded to a questionnaire concerning different aspects of their development, including their perceptions of school support, PYD attributes, academic stress, academic confidence, and satisfaction with the NSS curriculum. We conducted structural equation modeling (SEM) to test the hypothesized model.ResultsResults showed that while Wave 4 academic stress negatively predicted academic satisfaction at Wave 6, Wave 4 positive youth development attributes and school support had positive associations with Wave 6 academic satisfaction; Wave 5 academic confidence also served as a mediator in these relationships, except for the relationship between school support and academic satisfaction.DiscussionThe theoretical, practical, and policy implications of the findings are discussed. The present study generally supports previous findings on the relationships between academic stress, school support, PYD attributes, academic confidence, and academic satisfaction. The findings emphasize the prominence of PYD attributes, school support, and confidence in enhancing students’ academic satisfaction.
Collapse
|
4
|
Hossain S, O’Neill S, Strnadová I. What Constitutes Student Well-Being: A Scoping Review Of Students' Perspectives. CHILD INDICATORS RESEARCH 2022; 16:447-483. [PMID: 36405573 PMCID: PMC9668225 DOI: 10.1007/s12187-022-09990-w] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 10/21/2022] [Indexed: 06/16/2023]
Abstract
Student well-being has recently emerged as a critical educational agenda due to its wide-reaching benefits for students in performing better at school and later as adults. With the emergence of student well-being as a priority area in educational policy and practice, efforts to measure and monitor student well-being have increased, and so has the number of student well-being domains proposed. Presently, a lack of consensus exists about what domains are appropriate to investigate and understand student well-being, resulting in a fragmented body of work. This paper aims to clarify the construct of student well-being by summarising and mapping different conceptualisations, approaches used to measure, and domains that entail well-being. The search of multiple databases identified 33 studies published in academic journals between 1989 and 2020. There were four approaches to conceptualising student well-being found in the reviewed studies. They were: Hedonic, eudaimonic, integrative (i.e., combining both hedonic and eudaimonic), and others. Results identified eight overarching domains of student well-being: Positive emotion, (lack of) Negative emotion, Relationships, Engagement, Accomplishment, Purpose at school, Intrapersonal/Internal factors, and Contextual/External factors. Recommendations for further research are offered, including the need for more qualitative research on student well-being as perceived and experienced by students and for research to be conducted in a non-western context.
Collapse
Affiliation(s)
- Saira Hossain
- School of Education, UNSW Sydney, Sydney, 2052 Australia
| | - Sue O’Neill
- School of Education, UNSW Sydney, Sydney, 2052 Australia
| | - Iva Strnadová
- School of Education, UNSW Sydney, Sydney, 2052 Australia
| |
Collapse
|
5
|
Student Misbehaviour and Teacher Coercion. A Comparative Study of Contextual Factors in Primary and Secondary Education Teachers. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17249429. [PMID: 33339201 PMCID: PMC7765574 DOI: 10.3390/ijerph17249429] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 10/18/2020] [Revised: 12/09/2020] [Accepted: 12/10/2020] [Indexed: 11/17/2022]
Abstract
This study analyses the relation between student misbehaviour and teacher coercion from a teacher perspective by taking further contextual variables into account. Our participants were 480 male/female secondary education and 351 primary education teachers from the Spanish Autonomous Community of Aragón (Spain). This study forms part of the 2017 Coexistence Study in Aragón Education Centres. According to the theoretical framework and the SEM (structural equation modeling), the results revealed a close relationship between student misbehaviour and teacher coercion, although other contextual variables also appeared in the regression equation: in coexistence rules and in teacher competence. We ultimately found a certain degree of difference between the primary and secondary education levels. On the secondary school level, teacher conflicts were associated with student misbehaviour, while coexistence rules and participative and inclusive activities predicted teacher coercion. Conversely, on the primary school level, participative and inclusive activities predict a lower frequency of student misbehaviour, while teacher competence predicts a lower frequency of teacher coercion.
Collapse
|
6
|
Bosakova L, Madarasova Geckova A, van Dijk JP, Reijneveld SA. School is (not) calling: the associations of gender, family affluence, disruptions in the social context and learning difficulties with school satisfaction among adolescents in Slovakia. Int J Public Health 2020; 65:1413-1421. [PMID: 32894334 DOI: 10.1007/s00038-020-01474-4] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/04/2020] [Revised: 08/25/2020] [Accepted: 08/28/2020] [Indexed: 11/28/2022] Open
Abstract
OBJECTIVES Education is an important tool to reduce health inequalities. Several factors influence the educational trajectory of children, with school satisfaction being one of them. The aim was to explore how learning difficulties, a disrupted social context and family affluence relate to school satisfaction. METHODS We used data from the 2018 Slovak cross-sectional Health Behaviour in School-aged Children-study (age 15 years; N = 913; 50.3% boys). School satisfaction was categorized as liking school and caring about education (satisfied), disliking school but caring about education or vice versa (inconsistent), and disliking school and not caring about education (indifferent). We explored the association of learning difficulties, disrupted social context and family affluence with school satisfaction using multinomial logistic regression. RESULTS Boys, and children having learning difficulties, or disruption in the social context and living in low affluence family were significantly less likely to be satisfied at school. CONCLUSIONS The key is to create a stimulating and encouraging environment at school, where children successfully learn functional literacy and feel well. The more satisfaction pupils get from school, the more likely is a favourable educational trajectory for them.
Collapse
Affiliation(s)
- Lucia Bosakova
- Department of Health Psychology and Research Methodology, Medical Faculty, P.J. Safarik University in Kosice, Kosice, Slovakia. .,Olomouc University Society and Health Institute, Palacky University in Olomouc, Olomouc, Czech Republic. .,Graduate School Kosice Institute for Society and Health, Medical Faculty, P.J. Safarik University in Kosice, Kosice, Slovakia. .,Department of Community and Occupational Medicine, University Medical Center Groningen, University of Groningen, Groningen, The Netherlands.
| | - Andrea Madarasova Geckova
- Department of Health Psychology and Research Methodology, Medical Faculty, P.J. Safarik University in Kosice, Kosice, Slovakia.,Olomouc University Society and Health Institute, Palacky University in Olomouc, Olomouc, Czech Republic.,Graduate School Kosice Institute for Society and Health, Medical Faculty, P.J. Safarik University in Kosice, Kosice, Slovakia.,Department of Community and Occupational Medicine, University Medical Center Groningen, University of Groningen, Groningen, The Netherlands
| | - Jitse P van Dijk
- Olomouc University Society and Health Institute, Palacky University in Olomouc, Olomouc, Czech Republic.,Graduate School Kosice Institute for Society and Health, Medical Faculty, P.J. Safarik University in Kosice, Kosice, Slovakia.,Department of Community and Occupational Medicine, University Medical Center Groningen, University of Groningen, Groningen, The Netherlands
| | - Sijmen A Reijneveld
- Department of Community and Occupational Medicine, University Medical Center Groningen, University of Groningen, Groningen, The Netherlands
| |
Collapse
|
7
|
Daily SM, Smith ML, Lilly CL, Davidov DM, Mann MJ, Kristjansson AL. Using School Climate to Improve Attendance and Grades: Understanding the Importance of School Satisfaction Among Middle and High School Students. THE JOURNAL OF SCHOOL HEALTH 2020; 90:683-693. [PMID: 32696507 PMCID: PMC8385678 DOI: 10.1111/josh.12929] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/08/2018] [Revised: 10/23/2019] [Accepted: 05/22/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND Students with chronic absences tend to struggle academically and may not benefit fully from all school has to offer. A positive school climate has been shown to reduce absenteeism and promote academic success. In this study, we explored how a positive school climate and high satisfaction with school may influence absences and academic performance. METHODS We used mediated path analysis to describe relationships involving school climate, school satisfaction, absences, and grades among 6839 middle school (49% female, 82% white) and 7470 high school (51% female, 85.0% white) students from 26 West Virginia schools. RESULTS In the middle and high school samples, we found that a positive school climate and high satisfaction with school reduces school absenteeism. Findings also suggest students with more absences tend to perform less well academically; a positive school climate and school satisfaction may promote good grades. CONCLUSIONS Missing a substantial amount of school days for any reason may hinder students academic success, but "skipping" may require added attention. Improving school climate and student satisfaction with school may contribute to better attendance and grades.
Collapse
Affiliation(s)
- Shay M. Daily
- West Virginia University School of Public Health, 1 Medical Center Drive, PO Box 9190, Morgantown, WV 26506, USA
| | - Megan L. Smith
- Boise State University, 1910 University Drive, Boise, ID 83725, USA
| | - Christa L. Lilly
- West Virginia University School of Public Health, 1 Medical Center Drive, P.O. Box 9190, Morgantown, WV 26506, USA
| | - Danielle M. Davidov
- West Virginia University School of Public Health, 1 Medical Center Drive, P.O. Box 9190, Morgantown, WV 26506, USA
| | - Michael J. Mann
- Boise State University, 1910 University Drive, Boise, ID 83725, USA
| | - Alfgeir L. Kristjansson
- West Virginia University School of Public Health, 1 Medical Center Drive, P.O. Box 9190, Morgantown, WV 26506, USA
| |
Collapse
|
8
|
Peer Victimization, Teacher Unfairness, and Adolescent Life Satisfaction: The Mediating Roles of Sense of Belonging to School and Schoolwork-Related Anxiety. SCHOOL MENTAL HEALTH 2020. [DOI: 10.1007/s12310-020-09365-y] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
|
9
|
Lodi E, Boerchi D, Magnano P, Patrizi P. High-School Satisfaction Scale (H-Sat Scale): Evaluation of Contextual Satisfaction in Relation to High-School Students' Life Satisfaction. Behav Sci (Basel) 2019; 9:bs9120125. [PMID: 31771169 PMCID: PMC6960708 DOI: 10.3390/bs9120125] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/30/2019] [Revised: 11/20/2019] [Accepted: 11/20/2019] [Indexed: 01/07/2023] Open
Abstract
Recent literature on positive psychology underlines the crucial role of schools to create a psychologically healthy environment and to set programs and strategies fostering adolescents’ well-being. The aim of the present study is to validate a scale that measures scholastic satisfaction since a scientific evaluation and interventions on school satisfaction can help professionals to support adolescents’ positive development and school adjustment. We adapted the College Satisfaction Scale (CSS) and confirmed the previous five-dimensional structure also in a high school students’ sample (n = 792). The High-school Satisfaction Scale (H-Sat Scale) evaluates five dimensions of school satisfaction: appropriateness of choice (CH), quality of school services (SE), relationships with classmates (RE), effectiveness of study habits (ST) and usefulness for a future career (CA). The questionnaire consists of 20 items; it showed good psychometric features and, consistent with previous literature, confirmed its validity in relation to life satisfaction and quality of life of high school students. Compared with previous scales, the H-Sat evaluates two innovative areas of school satisfaction since it gives a measure of satisfaction in career path (appropriateness of choice and usefulness for future career) could help school counsellors to set interventions in this field.
Collapse
Affiliation(s)
- Ernesto Lodi
- Department of Humanities and Social Sciences, University of Sassari, 07100 Sassari, Italy;
- Correspondence: ; Tel.: +39-3476019304
| | - Diego Boerchi
- Department of Psychology, Università Cattolica del Sacro Cuore, 20123 Milan, Italy;
| | - Paola Magnano
- Faculty of Human and Social Sciences, Kore University, 94100 Enna, Italy;
| | - Patrizia Patrizi
- Department of Humanities and Social Sciences, University of Sassari, 07100 Sassari, Italy;
| |
Collapse
|