The role of class-level composition and schools´ contextual characteristics for school-aged children´s life satisfaction: a three-level multilevel analysis

Katharina Rathmann, Max Herke, Matthias Richter

Research output: Contribution to journalArticlepeer-review

4 Scopus citations

Abstract

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.

Original languageEnglish
Pages (from-to)12-24
Number of pages13
JournalInternational Journal of Adolescence and Youth
Volume25
Issue number1
DOIs
StatePublished - 2 Jan 2020
Externally publishedYes

Keywords

  • Life satisfaction
  • National Educational Panel Study (NEPS)
  • class composition
  • learning environment
  • multilevel modeling
  • school context

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