Perceived class climate and school-aged children's life satisfaction: The role of the learning environment in classrooms.

Autor/inn/en	Rathmann, Katharina; Herke, Max G.; Hurrelmann, Klaus; Richter, Matthias
Titel	Perceived class climate and school-aged children's life satisfaction: The role of the learning environment in classrooms.
Quelle	In: PLOS ONE, 13 (2018) 2, Art. e0189335, 21 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1932-6203
DOI	10.1371/journal.pone.0189335
Schlagwörter	Bildungsmonitoring; Psychische Gesundheit; Wohlbefinden; Gesundheit; Kind; Lehrer; Schule; Schulkind; Wohlbefinden; Psychische Gesundheit; Schulklasse; Kind; Schule; Klassenraum; Schulklasse; Schulkultur; Lehrer; Schulkind; Lernumgebung; Gesundheit; Bildungsmonitoring; NEPS (National Educational Panel Study)
Abstract	The aim of this study is to examine the impact of class-level class climate on school-aged children's life satisfaction. Data was derived from the German National Educational Panel Study (NEPS) using sixth grade school-aged children (n = 4,764, 483 classes). Class climate includes indicators of teachers' care and monitoring, demands, interaction, autonomy, as well as school-aged children's attitudes towards schoolwork at the class- and individual-level. Results showed that individual perceived class climate in terms of teachers' care and monitoring and autonomy was positively related to life satisfaction, whereas school-related demands were related to lower life satisfaction. Besides teachers' care and monitoring at class-level, indicators of class climate were not associated with school-aged children's life satisfaction, while the individual perceived class climate is more important for life satisfaction. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2021/2