Open AccessSupportive and motivating environments in school: Main factors to make well-being and learning a reality
Author(s) -
Anne Grete Danielsen
Publication year - 2011
Publication title -
norsk epidemiologi
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.134
H-Index - 19
eISSN - 1891-5477
pISSN - 0803-2491
DOI - 10.5324/nje.v20i1.1293
Subject(s) - norwegian , structural equation modeling , autonomy , psychology , life satisfaction , social support , latent class model , class (philosophy) , well being , social psychology , mathematics education , developmental psychology , political science , philosophy , linguistics , statistics , mathematics , artificial intelligence , computer science , law , psychotherapist
The author examined the relationships between (i) school-related social support from parents, teachers, and classmates, respectively, and students’ perceived life satisfaction; and (ii) school-related social support from teachers and classmates and self-reported academic initiative. The analyses were based on data from nationally representative samples of 13- and 15-year-old students from the Norwegian part of the sixth and seventh World Health Organization (WHO) international survey of Health Behavior in School-aged Children (HBSC). The Structural Equation Modeling (SEM) analyzing approach was employed. The findings indicate that school-related social support is positively related to students’ perceived life satisfaction and self-reported academic initiative. In two-level SEM analysis, a latent factor comprising pedagogical caring and autonomy support was substantially related to self-reported academic initiative at the class level.