School Attachment Among Taiwanese Adolescents: The Roles of Individual Characteristics, Peer Relationships, and Teacher Well-Being
Publication in refereed journal

香港中文大學研究人員

引用次數
替代計量分析
.

其它資訊
摘要This study examines the effects of individual characteristics (school grade and gender), peer relationships (peer support and peer victimization), and the subjective well-being of teachers (depression and job satisfaction) on students' attachment to school. Twenty-four classes in grades 7 through 9 at two middle schools in Taipei were selected as the sample, and survey data were obtained from students and homeroom teachers. Hierarchical linear modeling was used to conduct a two-level analysis on 720 students and 24 teachers with valid data on all research variables. A series of models were constructed and tested stepwise. The results indicated that students' average school attachment scores varied significantly among classes. A higher school grade was associated with reduced attachment while no gender difference was found. Peer support had a positive influence and peer victimization had a negative effect on school attachment. Finally, job satisfaction of the homeroom teachers positively contributed to students' attachment to school, but teachers' depression had no significant effect. Implications for creating a positive classroom environment were discussed.
著者Wei HS, Chen JK
期刊名稱Social Indicators Research
出版年份2010
月份2
日期1
卷號95
期次3
出版社SPRINGER
頁次421 - 436
國際標準期刊號0303-8300
電子國際標準期刊號1573-0921
語言英式英語
關鍵詞Homeroom teacher; Job satisfaction; Peer victimization; School attachment; Well-being
Web of Science 學科類別Social Sciences - Other Topics; Social Sciences, Interdisciplinary; SOCIAL SCIENCES, INTERDISCIPLINARY; Sociology; SOCIOLOGY

上次更新時間 2021-16-01 於 00:11