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School is (not) calling: the associations of gender, family affluence, disruptions in the social context and learning difficulties with school satisfaction among adolescents in Slovakia

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  • Lucia Bosakova

    (P.J. Safarik University in Kosice
    Palacky University in Olomouc
    P.J. Safarik University in Kosice
    University Medical Center Groningen, University of Groningen)

  • Andrea Madarasova Geckova

    (P.J. Safarik University in Kosice
    Palacky University in Olomouc
    P.J. Safarik University in Kosice
    University Medical Center Groningen, University of Groningen)

  • Jitse P. van Dijk

    (Palacky University in Olomouc
    P.J. Safarik University in Kosice
    University Medical Center Groningen, University of Groningen)

  • Sijmen A. Reijneveld

    (University Medical Center Groningen, University of Groningen)

Abstract

Objectives Education is an important tool to reduce health inequalities. Several factors influence the educational trajectory of children, with school satisfaction being one of them. The aim was to explore how learning difficulties, a disrupted social context and family affluence relate to school satisfaction. Methods We used data from the 2018 Slovak cross-sectional Health Behaviour in School-aged Children-study (age 15 years; N = 913; 50.3% boys). School satisfaction was categorized as liking school and caring about education (satisfied), disliking school but caring about education or vice versa (inconsistent), and disliking school and not caring about education (indifferent). We explored the association of learning difficulties, disrupted social context and family affluence with school satisfaction using multinomial logistic regression. Results Boys, and children having learning difficulties, or disruption in the social context and living in low affluence family were significantly less likely to be satisfied at school. Conclusions The key is to create a stimulating and encouraging environment at school, where children successfully learn functional literacy and feel well. The more satisfaction pupils get from school, the more likely is a favourable educational trajectory for them.

Suggested Citation

  • Lucia Bosakova & Andrea Madarasova Geckova & Jitse P. van Dijk & Sijmen A. Reijneveld, 2020. "School is (not) calling: the associations of gender, family affluence, disruptions in the social context and learning difficulties with school satisfaction among adolescents in Slovakia," International Journal of Public Health, Springer;Swiss School of Public Health (SSPH+), vol. 65(8), pages 1413-1421, November.
    • Handle: RePEc:spr:ijphth:v:65:y:2020:i:8:d:10.1007_s00038-020-01474-4
    DOI: 10.1007/s00038-020-01474-4
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    References listed on IDEAS

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    1. Lucia Bosakova & Katarina Rosicova & Daniela Filakovska Bobakova & Martin Rosic & Dagmar Dzurova & Hynek Pikhart & Michala Lustigova & Paula Santana, 2019. "Mortality in the Visegrad countries from the perspective of socioeconomic inequalities," International Journal of Public Health, Springer;Swiss School of Public Health (SSPH+), vol. 64(3), pages 365-376, April.
    2. Sylvie Démurger, 2015. "Migration and families left behind," IZA World of Labor, Institute of Labor Economics (IZA), pages 144-144, April.
    3. E. Huebner & Chris Ash & James Laughlin, 2001. "Life Experiences, Locus of Control, and School Satisfaction in Adolescence," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 55(2), pages 167-183, August.
    4. Lili Tian & Qinqin Tian & E. Scott Huebner, 2016. "School-Related Social Support and Adolescents’ School-Related Subjective Well-Being: The Mediating Role of Basic Psychological Needs Satisfaction at School," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 128(1), pages 105-129, August.
    5. Dahlgren, Göran & Whitehead, Margaret, 1991. "Policies and strategies to promote social equity in health. Background document to WHO - Strategy paper for Europe," Arbetsrapport 2007:14, Institute for Futures Studies.
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    Cited by:

    1. Miriama Lackova Rebicova & Zuzana Dankulincova Veselska & Daniela Husarova & Andrea Madarasova Geckova & Danielle E. M. C. Jansen & Jitse P. van Dijk & Sijmen A. Reijneveld, 2021. "Does Schoolmate and Teacher Support Buffer against the Effect of Adverse Childhood Experiences on Emotional and Behavioural Problems?," IJERPH, MDPI, vol. 18(24), pages 1-9, December.
    2. Simona Horanicova & Daniela Husarova & Andrea Madarasová Gecková & Andrea F. De Winter & Sijmen A. Reijneveld, 2022. "School Satisfaction and Its Associations with Health and Behavioural Outcomes among 15-Years Old Adolescents," IJERPH, MDPI, vol. 19(18), pages 1-9, September.
    3. Maartje Boer & Concepción Moreno-Maldonado & Maxim Dierckens & Michela Lenzi & Candace Currie & Caroline Residori & Lucia Bosáková & Paola Berchialla & Tamsyn Eida & Gonneke Stevens, 2024. "The Implications of the COVID-19 Pandemic for the Construction of the Family Affluence Scale: Findings from 16 Countries," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 17(1), pages 395-418, February.
    4. Simona Horanicova & Daniela Husarova & Andrea Madarasova Geckova & Daniel Klein & Jitse P. Dijk & Andrea F. Winter & Sijmen A. Reijneveld, 2020. "Teacher and classmate support may keep adolescents satisfied with school and education. Does gender matter?," International Journal of Public Health, Springer;Swiss School of Public Health (SSPH+), vol. 65(8), pages 1423-1429, November.

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