Relationships among school climate domains and school satisfaction

By K. Zullig, E. Scott Huebner, Jon M. Patton. 2011

245 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/47c2031a2344b366cd72b3add46a2b8dd1dc3e2b

How researchers see this paper

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

In Clinical Psychology

1. Lili Tian
2. Wang Liu
3. E. Scott Huebner
4. Xiaoting Zheng
5. Li Zhang
6. J. Richard
7. Ming-Te Wang
8. P. Mallet

In Education

1. Jessica L Degol
2. Lili Tian
3. E. Scott Huebner
4. J. Richard
5. Ming-Te Wang
6. Wang Liu
7. Xiaoting Zheng
8. Li Zhang

Citations in the corpus

• Revisiting the whole-school approach to bullying: Really looking at the whole school (2012, background): “Recent research by Zullig, Huebner, and Patton (2011) has shown that school climate variables, such as positive student-teacher relationships, school connectedness, academic support, order and discipline, and academic satisfaction, significantly predict students’ school satisfaction.”
• School Climate: a Review of the Construct, Measurement, and Impact on Student Outcomes (2015, background): “…a multidimensional perspective of school climate found that four dimensions (academic support, student-teacher relationships, school connectedness, and order and discipline), each contributed unique variance in school satisfaction, with academic support the strongest predictor (Zullig et al. 2011).”
• Affective Teacher–Student Relationships and Students' Engagement and Achievement: A Meta-Analytic Update and Test of the Mediating Role of Engagement (2017, unknown): “…−.49 .04 Zee et al. 2013 8,545 p .31 −.09 .11 −.11 −.44 .08 Zhou et al. 2012 115 p .54 – – – – – Zhou et al. 2012 158 p .42 – – – – – Zimmer–Gembeck et al. 2006 324 s .59 – .35 – – .37 Zullig et al. 2011 2,049 s .28 – .14 – – .07 Note. p/s = primary or secondary school (p = primary school; s =…”
• The Longitudinal Relationship Between School Belonging and Subjective Well-Being in School Among Elementary School Students (2015, background): “Meanwhile, some studies have shown that adolescents’ school satisfaction is not only important in and of itself, but it also correlates with important adaptive outcomes, such as higher levels of school belonging (Roeser et al. 1996; Tian 2007; Zullig et al. 2011), and lower levels of internalizing b”