标题：The role of class-level composition and schools´ contextual characteristics for school-aged children´s life satisfaction: a three-level multilevel analysis
期刊名称：International Journal of Adolescence and Youth
印刷版ISSN：0267-3843
电子版ISSN：2164-4527
出版年度：2020
卷号：25
期号：1
页码：1-14
DOI：10.1080/02673843.2019.1573743
出版社：Taylor and Francis Ltd
摘要：Aim of this study is to examine the role of individual, class-level composition
and school-level contextual features on school-aged children´s life
satisfaction. Methods: Data from students in ninth grade (n = 10,715), in 745
classes within 406 secondary schools of the German National Educational
Panel Study (NEPS) were used. Bivariate and three-level logistic multilevel
analyses were conducted including individual-level, class-level composition
(school performance, school disengagement, ambition and academic effort,
level of helplessness in major subjects), teacher assessments of class composition,
and school-level features (funding, socio-economic status, school infrastructure).
At Results show, that at class-level, level of ambitious classmates
was associated with higher life satisfaction. Students placed in classrooms
with higher shares of classmates expecting academic effort revealed lower life
satisfaction. Class- and school-level features were not significantly related to
students’ life satisfaction. Conclusions: ApartIt can be concluded, that apart
from contextual features, the composition of the overall learning environment
in class is partially related to young people´s life satisfaction.
关键词：Life satisfaction ; learning environment ; class composition ; school context ; multilevel modeling ; National Educational Panel Study (NEPS)
