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Article: Chinese children's perceived school satisfaction: The role of contextual and intrapersonal factors

TitleChinese children's perceived school satisfaction: The role of contextual and intrapersonal factors
Authors
KeywordsChinese children
School satisfaction
Teacher support
Issue Date2010
PublisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/01443410.asp
Citation
Educational Psychology, 2010, v. 30 n. 2, p. 155-172 How to Cite?
AbstractThis study investigated the contribution of school contextual factors and intrapersonal factors to school satisfaction among a sample of Hong Kong Chinese primary school children. A total of 760 children completed the School Satisfaction Subscale of the Multidimensional Life Satisfaction Scale for Children along with self-report measures of intrapersonal factors (self-esteem and hope) and schoolrelated factors (teacher support, peer support, peer conflict, peer victimisation and academic performance). Findings revealed teacher support as the most significant predictor of school satisfaction across grades, followed by academic performance. Hope was found to be a statistically significant mediator of school satisfaction across gender, whereas self-esteem did not act as a potential mediator except in sub-samples of girls and Grade 4 students. The findings lend support to using developmental ecological perspective and cognitive mediation models in studying school satisfaction. The implications of the findings for future research and educational practice were discussed. © 2010 Taylor & Francis.
Persistent Identifierhttp://hdl.handle.net/10722/125520
ISSN
2015 Impact Factor: 1.157
2015 SCImago Journal Rankings: 0.750
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorHui, EKPen_HK
dc.contributor.authorSun, RCFen_HK
dc.date.accessioned2010-10-31T11:36:03Z-
dc.date.available2010-10-31T11:36:03Z-
dc.date.issued2010en_HK
dc.identifier.citationEducational Psychology, 2010, v. 30 n. 2, p. 155-172en_HK
dc.identifier.issn0144-3410en_HK
dc.identifier.urihttp://hdl.handle.net/10722/125520-
dc.description.abstractThis study investigated the contribution of school contextual factors and intrapersonal factors to school satisfaction among a sample of Hong Kong Chinese primary school children. A total of 760 children completed the School Satisfaction Subscale of the Multidimensional Life Satisfaction Scale for Children along with self-report measures of intrapersonal factors (self-esteem and hope) and schoolrelated factors (teacher support, peer support, peer conflict, peer victimisation and academic performance). Findings revealed teacher support as the most significant predictor of school satisfaction across grades, followed by academic performance. Hope was found to be a statistically significant mediator of school satisfaction across gender, whereas self-esteem did not act as a potential mediator except in sub-samples of girls and Grade 4 students. The findings lend support to using developmental ecological perspective and cognitive mediation models in studying school satisfaction. The implications of the findings for future research and educational practice were discussed. © 2010 Taylor & Francis.en_HK
dc.languageengen_HK
dc.publisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/01443410.aspen_HK
dc.relation.ispartofEducational Psychologyen_HK
dc.subjectChinese childrenen_HK
dc.subjectSchool satisfactionen_HK
dc.subjectTeacher supporten_HK
dc.titleChinese children's perceived school satisfaction: The role of contextual and intrapersonal factorsen_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=0144-3410&volume=30&issue=2&spage=155&epage=172&date=2010&atitle=Chinese+children’s+perceived+school+satisfaction:+the+role+of+contextual+and+intrapersonal+factorsen_HK
dc.identifier.emailHui, EKP: eadaoin@hkucc.hku.hken_HK
dc.identifier.emailSun, RCF: rachels@hku.hken_HK
dc.identifier.authorityHui, EKP=rp00906en_HK
dc.identifier.authoritySun, RCF=rp01376en_HK
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1080/01443410903494452en_HK
dc.identifier.scopuseid_2-s2.0-77149141435en_HK
dc.identifier.hkuros175528en_HK
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-77149141435&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume30en_HK
dc.identifier.issue2en_HK
dc.identifier.spage155en_HK
dc.identifier.epage172en_HK
dc.identifier.eissn1469-5820-
dc.identifier.isiWOS:000275026300004-
dc.publisher.placeUnited Kingdomen_HK
dc.identifier.scopusauthoridHui, EKP=34467611100en_HK
dc.identifier.scopusauthoridSun, RCF=12762317400en_HK

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