The Role of Demographics, Personality Variables and School Stress on Predicting School Satisfaction/Dissatisfaction: Review of the literature and research findings

By A. Karatzias, Kevin Power, J. Flemming, F. Lennan, V. Swanson. 2002

120 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/0e2089eea45b60e53e817c09b17b48a1a48ddef8

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. D. Vieira
2. Leandro Da Silva Almeida
3. Susana Caires
4. Lili Tian
5. E. Scott Huebner
6. R. Valois
7. Shannon M. Suldo
8. E. Macaro

In Education

1. E. Scott Huebner
2. R. Valois
3. Shannon M. Suldo
4. Lili Tian
5. K. Hills
6. S. Huebner
7. Rachel C. F. Sun
8. Xu Jiang

In Social Psychology

1. E. Scott Huebner
2. Shannon M. Suldo
3. R. Valois
4. K. Hills
5. Lili Tian
6. S. Huebner
7. Rachel C. F. Sun
8. Michael D. Lyons

Citations in the corpus

• Age and Gender Differences in the Relation Between School-Related Social Support and Subjective Well-Being in School Among Students (2015, result): “This result is accordance with previous findings in several countries (Eccles et al. 1993; Karatzias et al. 2002; Nickerson and Nagle 2004).”
• An Ecological View of School Satisfaction in Adolescence: Linkages Between Social Support and Behavior Problems (2007, background): “A small relationship between school satisfaction and gender was also hypothesized, with females reporting slightly higher levels of school satisfaction, commensurate with previous research (Epstein and McPartland 1976; Hirsch and Rapkin 1987; Karatzias et al. 2002; Okun et al. 1990; Verkuyten and ”
• Chinese children’s perceived school satisfaction: the role of contextual and intrapersonal factors (2010, background): “Present findings also reveal that the school satisfaction of primary-aged children declines with their age, which is in line with other studies (Karatzias et al., 2002; Okun et al., 1990).”
• The Effect of Gratitude on Elementary School Students’ Subjective Well-Being in Schools: The Mediating Role of Prosocial Behavior (2015, background): “Numerous studies have shown that girls’ school satisfaction is significantly higher than boys’ school satisfaction (Epstein and McPartland 1976; Karatzias et al. 2002; Okun et al.1990; Tian and Liu 2007; Tian and Zhang 2008).”
• Schooling and Children's Subjective Well-Being 26 (2014, background): “2003), a task-oriented classroom ethos (Baker 1998), the provision of ample praise for appropriate behaviors (Baker 1999), an emphasis on goals that promote future academic aspirations (Malin and Linnakylae 2001), and the establishment of curricular activities that promote choice and relevance (Kara”
• Becoming a teacher: student teachers’ experiences and perceptions about teaching practice (2012, background): “Taking into account the impact of several of the teachers’ social and emotional skills on their well-being, school performance, satisfaction and psychosocial development as students, as well as on the quality of school life, the development of these skills has gradually received a special focus in I”