Students Who Like and Dislike School

By E. Scott Huebner, R. Gilman. 2007

203 citations recorded by the source corpus.

Subfields: Education, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/13ed669a8868ef7827aa49296a30b81d0ff72b52

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Citations in the corpus

Whether highly curious students thrive academically depends on perceptions about the school learning environment: A study of Hong Kong adolescents (2007, background): “The happiness and quality of life of American youth are associated with and lead to high academic achievement (Frisch et al. 2005; Huebner and Gilman, 2006; Suldo et al., 2006).”
Relations between Teachers' Emotional Exhaustion and Students' Educational Outcomes. (2016, background): “…student–teacher relations and teacher support have been found to serve as an important determinant of school satisfaction (DeSantis et al., 2006; Huebner & Gilman, 2006; Ito & Smith, 2006; Suldo & Shaffer, 2008), these findings might also explain the negative relation between teachers’ levels…”
Development and Validation of the Brief Adolescents’ Subjective Well-Being in School Scale (BASWBSS) (2014, unknown): “School satisfaction reports may serve as one effective marker of school adjustment as well as possibly predict future performance (Huebner and Gilman 2006).”
Children with Different Levels of Hope: Are There Differences in Their Self-esteem, Life Satisfaction, Social Support, and Family Cohesion? (2011, background): “Besides studies in which the research aim was to validate the Children’s Hope Scale (Marques et al. 2009; Snyder et al. 1997; Valle et al. 2004), researchers have recently started to investigate hope and its correlates among children and adolescents (Hagen et al. 2005; Barnum et al. 1998; Ciarrochi ”
Teacher Stress and Students’ School Well-being: the Case of Upper Secondary Schools in Stockholm (2020, background): “Several studies show that students’ school satisfaction is positively associated with their interest in school and their academic achievement (Ervasti et al., 2012; Huebner & Gilman, 2007; Samdal, Nutbeam, Wold, & Kannas, 1998).”
School Climate: Historical Review, Instrument Development, and School Assessment (2010, background): “…themselves can rate their satisfaction with, for example, their interest in school, enjoyment in school activities, or feelings while at school, as notable differences exist between students who like and dislike their schooling experience (DeSantis, Huebner, & Suldo, 2006; Huebner & Gilman, 2006).”
Being grateful is beyond good manners: Gratitude and motivation to contribute to society among early adolescents (2010, background): “…with their lives exhibit more aggression, sexual risk-taking, substance use, poor eating and physical inactivity (Huebner et al. 2006); and if they dislike school, they are more likely to lag in academic functioning, extracurricular activity, and connecting to school (Huebner and Gilman 2006).”
The Association Between School Stress, Life Satisfaction and Depressive Symptoms in Adolescents: Life Satisfaction as a Potential Mediator (2016, background): “Accordingly, previous studies suggest that LS is linked with various indicators of positive functioning in school (Danielsen et al. 2009; Hueber and Gilman 2006; Suldo et al. 2006).”
Relationships among school climate domains and school satisfaction (2011, background): “This study thus confirmed previous research suggesting school climate differences (e.g., teacher–student relationships, peer social relations) between students who like and dislike their schooling experience (DeSantis et al., 2006; Huebner & Gilman, 2006; Suldo & Shaffer, 2008).”
The Longitudinal Relationships Between Basic Psychological Needs Satisfaction at School and School-Related Subjective Well-Being in Adolescents (2013, background): “Additionally, studies have also demonstrated that students with high levels of school satisfaction reported a greater frequency of participation in structured extracurricular activities, higher school grades, and more positive perceptions of teachers (Huebner and Gilman 2006).”