The Developmental Context of School Satisfaction: Schools as Psychologically Healthy Environments.

By Jean A. Baker, Laura J. Dilly, Jana L. Aupperlee, Sonia A. Patil. 2003

304 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/ab4763149563141312ac1eb84f61ac7671ce1874

How researchers see this paper

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

In Education

In Safety Research

Citations in the corpus

Chinese children’s perceived school satisfaction: the role of contextual and intrapersonal factors (2010, methodology): “Whether school can provide a psychologically healthy environment for young people is crucial to their positive adjustment and development (Baker, Dilly, Aupperlee, & Patil, 2003 ).”
Age and Gender Differences in the Relation Between School-Related Social Support and Subjective Well-Being in School Among Students (2015, methodology): “, Baker et al. 2003; Huebner et al. 2001). Studies have shown some consistency in findings on levels of school satisfaction across age in different continents and countries. For example, Park (2005) suggested Korean students’ school satisfaction decreased from elementary school to high”
Development of population‐based resilience measures in the primary school setting (2007, background): “Specifically noted are the school environment, it’s climate or ethos, the curriculum, the rules and discipline regarding management of student behaviour, expectations of the staff and parents, and opportunity for positive relationships with adult models in the school (Baker et al., 2003).”
Social Support and Classroom Management Are Related to Secondary Students’ General School Adjustment: A Multilevel Structural Equation Model Using Student and Teacher Ratings (2018, background): “A second, analog mechanism is to view each teacher’s social support and classroom management as a component of students’ overall school experience (Baker et al., 2003).”
The role of perceived autonomy support in predicting university students’ academic success mediated by academic self-efficacy and school engagement (2019, background): “…variables such as student satisfaction with the educational centre and satisfaction with life, relevant indicators from the point of view of positive psychology as part of students’ psychological well-being (Baker et al., 2003; Korobova & Starobin, 2015; Seligman et al., 2005; Wach et al., 2016).”
Learning from the stories of successful undergraduate Latina/Latino students: the importance of mentoring (2006, background): “Institutional support and a positive climate (Arellano & Padilla, 1996) is important considering these elements provide students with a sense of connectedness to others, allows students to feel academically competent and encourages a sense of autonomy and self-direction (Baker et al., 2003).”