Social Context of School Satisfaction among Primary and Secondary School Children in Hong Kong

Evelyn Aboagye  ADDAE; Stefan KÜHNER; Maggie LAU

doi:10.1016/j.childyouth.2023.106881

Social Context of School Satisfaction among Primary and Secondary School Children in Hong Kong

Evelyn Aboagye ADDAE, Stefan KÜHNER, Maggie LAU

Research output: Journal Publications › Journal Article (refereed) › peer-review

1 Citation (Scopus)

Abstract

From a socioecological perspective, this study highlights the significance of “context” in school satisfaction research by investigating the role of diverse social contexts in the school satisfaction of children. Using representative primary data from the third wave of the International Survey of Children's Well-Being (Children's Worlds), this study employs responses from 1525 children (aged 9–14 years) from 17 primary and 16 secondary schools in Hong Kong to examine the effects of school, family, and community sense of belonging (SoB) and autonomy support (AS) and peer relationships (PR) on school satisfaction. All multivariate regression models were estimated in Stata SE 15.1 using cluster-robust standard errors to account for heteroskedasticity across the 33 primary and secondary schools where the 1525 school children were surveyed. Compared with the family, peer, and community contexts, the school context shows a higher bivariate correlation with school satisfaction. However, when the personal characteristics of the school children are controlled for in the multivariate model specifications, school and community AS and community SoB cannot significantly predict school satisfaction. Instead, high school SoB (β = 0.558, p < 0.001), family SoB (β = 0.267, p < 0.001), family AS (β = 0.178, p < 0.001), and PR (β = 0.221, p < 0.001) can significantly predict high perceived school satisfaction. This study contributes to the literature by showing that factors in the microsystem (i.e., school, peers, and family) moderate the effect of the exosystem (i.e., community factors) on school satisfaction, thereby positing the protective role of the microsystem (i.e., school, peers, and family) in children's school satisfaction against the effects of their exosystem (i.e, community). In the case of Hong Kong, this study suggests that the school environment plays a primary role in promoting children's school satisfaction, followed by their family and peers.

Original language	English
Article number	106881
Journal	Children and Youth Services Review
Volume	148
Early online date	18 Feb 2023
DOIs	https://doi.org/10.1016/j.childyouth.2023.106881
Publication status	Published - May 2023

Bibliographical note

Funding Information:
This research was funded by the Lingnan University Faculty Research Grant Children's Views on their Lives and Well-being in Hong Kong (Project number: 102157). We are indebted to the Children's Worlds Core Group for selecting us to be one of the 35 local research teams to contribute to the third wave of the International Survey of Children's Well-Being, which is funded by the Jacobs Foundation (http://www.isciweb.org). Shing Pui Doris Wong and Yee Yee Yovela Li provided expert research assistance throughout the key stages of this project. Gwyther Rees was instrumental in advising us about the sampling strategy, the items in the final survey questionnaire, the data cleaning, and the weighting. Finally, our gratitude to the 33 participating primary and secondary schools across Hong Kong, whose collaboration enabled our data collection.

Funding Information:
Funding: This research was funded by the Lingnan University Faculty Research Grant Children’s Views on their Lives and Well-being in Hong Kong (Project number: 102157).

Funding Information:
From a socioecological perspective, this study supports the assumptions about ecological systems theory, particularly, the role of the microsystem and exosystem in children’s development and demonstrates its applicability to primary and secondary school children in their middle years. The findings from this study signify that, systems within children’s microsystem, especially school, peers, and family, are interrelated and could function as potential “determinants” of as well as “protective” factors of their school satisfaction against the effects of the systems in their exosystem, particularly, the community. School as a socioecological context appears to play a primary role in promoting children’s school satisfaction, followed by family and peers. In addition, multiple socioecological factors, specifically, school and family sense of belonging and autonomy support and peer relationships, can directly affect children’s school satisfaction and possibly function as protective “social resources” for their school satisfaction against the effects of other socioecological factors. Specifically, H1, H2, H3 and H7 were supported by the findings.

Publisher Copyright:
© 2023 Elsevier Ltd

Keywords

Autonomy support
Hong Kong
Primary and secondary school children
School satisfaction
Sense of belonging
Social contexts

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

Access to Document

10.1016/j.childyouth.2023.106881

Cite this

@article{0c8250299c404a7495a21c64cb692287,

title = "Social Context of School Satisfaction among Primary and Secondary School Children in Hong Kong",

abstract = "From a socioecological perspective, this study highlights the significance of “context” in school satisfaction research by investigating the role of diverse social contexts in the school satisfaction of children. Using representative primary data from the third wave of the International Survey of Children's Well-Being (Children's Worlds), this study employs responses from 1525 children (aged 9–14 years) from 17 primary and 16 secondary schools in Hong Kong to examine the effects of school, family, and community sense of belonging (SoB) and autonomy support (AS) and peer relationships (PR) on school satisfaction. All multivariate regression models were estimated in Stata SE 15.1 using cluster-robust standard errors to account for heteroskedasticity across the 33 primary and secondary schools where the 1525 school children were surveyed. Compared with the family, peer, and community contexts, the school context shows a higher bivariate correlation with school satisfaction. However, when the personal characteristics of the school children are controlled for in the multivariate model specifications, school and community AS and community SoB cannot significantly predict school satisfaction. Instead, high school SoB (β = 0.558, p < 0.001), family SoB (β = 0.267, p < 0.001), family AS (β = 0.178, p < 0.001), and PR (β = 0.221, p < 0.001) can significantly predict high perceived school satisfaction. This study contributes to the literature by showing that factors in the microsystem (i.e., school, peers, and family) moderate the effect of the exosystem (i.e., community factors) on school satisfaction, thereby positing the protective role of the microsystem (i.e., school, peers, and family) in children's school satisfaction against the effects of their exosystem (i.e, community). In the case of Hong Kong, this study suggests that the school environment plays a primary role in promoting children's school satisfaction, followed by their family and peers.",

keywords = "Autonomy support, Hong Kong, Primary and secondary school children, School satisfaction, Sense of belonging, Social contexts",

author = "ADDAE, {Evelyn Aboagye} and Stefan K{\"U}HNER and Maggie LAU",

note = "Funding Information: This research was funded by the Lingnan University Faculty Research Grant Children's Views on their Lives and Well-being in Hong Kong (Project number: 102157). We are indebted to the Children's Worlds Core Group for selecting us to be one of the 35 local research teams to contribute to the third wave of the International Survey of Children's Well-Being, which is funded by the Jacobs Foundation (http://www.isciweb.org). Shing Pui Doris Wong and Yee Yee Yovela Li provided expert research assistance throughout the key stages of this project. Gwyther Rees was instrumental in advising us about the sampling strategy, the items in the final survey questionnaire, the data cleaning, and the weighting. Finally, our gratitude to the 33 participating primary and secondary schools across Hong Kong, whose collaboration enabled our data collection. Funding Information: Funding: This research was funded by the Lingnan University Faculty Research Grant Children{\textquoteright}s Views on their Lives and Well-being in Hong Kong (Project number: 102157). Funding Information: From a socioecological perspective, this study supports the assumptions about ecological systems theory, particularly, the role of the microsystem and exosystem in children{\textquoteright}s development and demonstrates its applicability to primary and secondary school children in their middle years. The findings from this study signify that, systems within children{\textquoteright}s microsystem, especially school, peers, and family, are interrelated and could function as potential “determinants” of as well as “protective” factors of their school satisfaction against the effects of the systems in their exosystem, particularly, the community. School as a socioecological context appears to play a primary role in promoting children{\textquoteright}s school satisfaction, followed by family and peers. In addition, multiple socioecological factors, specifically, school and family sense of belonging and autonomy support and peer relationships, can directly affect children{\textquoteright}s school satisfaction and possibly function as protective “social resources” for their school satisfaction against the effects of other socioecological factors. Specifically, H1, H2, H3 and H7 were supported by the findings. Publisher Copyright: {\textcopyright} 2023 Elsevier Ltd",

year = "2023",

month = may,

doi = "10.1016/j.childyouth.2023.106881",

language = "English",

volume = "148",

journal = "Children and Youth Services Review",

issn = "0190-7409",

publisher = "Elsevier Ltd",

}

TY - JOUR

T1 - Social Context of School Satisfaction among Primary and Secondary School Children in Hong Kong

AU - ADDAE, Evelyn Aboagye

AU - KÜHNER, Stefan

AU - LAU, Maggie

N1 - Funding Information: This research was funded by the Lingnan University Faculty Research Grant Children's Views on their Lives and Well-being in Hong Kong (Project number: 102157). We are indebted to the Children's Worlds Core Group for selecting us to be one of the 35 local research teams to contribute to the third wave of the International Survey of Children's Well-Being, which is funded by the Jacobs Foundation (http://www.isciweb.org). Shing Pui Doris Wong and Yee Yee Yovela Li provided expert research assistance throughout the key stages of this project. Gwyther Rees was instrumental in advising us about the sampling strategy, the items in the final survey questionnaire, the data cleaning, and the weighting. Finally, our gratitude to the 33 participating primary and secondary schools across Hong Kong, whose collaboration enabled our data collection. Funding Information: Funding: This research was funded by the Lingnan University Faculty Research Grant Children’s Views on their Lives and Well-being in Hong Kong (Project number: 102157). Funding Information: From a socioecological perspective, this study supports the assumptions about ecological systems theory, particularly, the role of the microsystem and exosystem in children’s development and demonstrates its applicability to primary and secondary school children in their middle years. The findings from this study signify that, systems within children’s microsystem, especially school, peers, and family, are interrelated and could function as potential “determinants” of as well as “protective” factors of their school satisfaction against the effects of the systems in their exosystem, particularly, the community. School as a socioecological context appears to play a primary role in promoting children’s school satisfaction, followed by family and peers. In addition, multiple socioecological factors, specifically, school and family sense of belonging and autonomy support and peer relationships, can directly affect children’s school satisfaction and possibly function as protective “social resources” for their school satisfaction against the effects of other socioecological factors. Specifically, H1, H2, H3 and H7 were supported by the findings. Publisher Copyright: © 2023 Elsevier Ltd

PY - 2023/5

Y1 - 2023/5

N2 - From a socioecological perspective, this study highlights the significance of “context” in school satisfaction research by investigating the role of diverse social contexts in the school satisfaction of children. Using representative primary data from the third wave of the International Survey of Children's Well-Being (Children's Worlds), this study employs responses from 1525 children (aged 9–14 years) from 17 primary and 16 secondary schools in Hong Kong to examine the effects of school, family, and community sense of belonging (SoB) and autonomy support (AS) and peer relationships (PR) on school satisfaction. All multivariate regression models were estimated in Stata SE 15.1 using cluster-robust standard errors to account for heteroskedasticity across the 33 primary and secondary schools where the 1525 school children were surveyed. Compared with the family, peer, and community contexts, the school context shows a higher bivariate correlation with school satisfaction. However, when the personal characteristics of the school children are controlled for in the multivariate model specifications, school and community AS and community SoB cannot significantly predict school satisfaction. Instead, high school SoB (β = 0.558, p < 0.001), family SoB (β = 0.267, p < 0.001), family AS (β = 0.178, p < 0.001), and PR (β = 0.221, p < 0.001) can significantly predict high perceived school satisfaction. This study contributes to the literature by showing that factors in the microsystem (i.e., school, peers, and family) moderate the effect of the exosystem (i.e., community factors) on school satisfaction, thereby positing the protective role of the microsystem (i.e., school, peers, and family) in children's school satisfaction against the effects of their exosystem (i.e, community). In the case of Hong Kong, this study suggests that the school environment plays a primary role in promoting children's school satisfaction, followed by their family and peers.

AB - From a socioecological perspective, this study highlights the significance of “context” in school satisfaction research by investigating the role of diverse social contexts in the school satisfaction of children. Using representative primary data from the third wave of the International Survey of Children's Well-Being (Children's Worlds), this study employs responses from 1525 children (aged 9–14 years) from 17 primary and 16 secondary schools in Hong Kong to examine the effects of school, family, and community sense of belonging (SoB) and autonomy support (AS) and peer relationships (PR) on school satisfaction. All multivariate regression models were estimated in Stata SE 15.1 using cluster-robust standard errors to account for heteroskedasticity across the 33 primary and secondary schools where the 1525 school children were surveyed. Compared with the family, peer, and community contexts, the school context shows a higher bivariate correlation with school satisfaction. However, when the personal characteristics of the school children are controlled for in the multivariate model specifications, school and community AS and community SoB cannot significantly predict school satisfaction. Instead, high school SoB (β = 0.558, p < 0.001), family SoB (β = 0.267, p < 0.001), family AS (β = 0.178, p < 0.001), and PR (β = 0.221, p < 0.001) can significantly predict high perceived school satisfaction. This study contributes to the literature by showing that factors in the microsystem (i.e., school, peers, and family) moderate the effect of the exosystem (i.e., community factors) on school satisfaction, thereby positing the protective role of the microsystem (i.e., school, peers, and family) in children's school satisfaction against the effects of their exosystem (i.e, community). In the case of Hong Kong, this study suggests that the school environment plays a primary role in promoting children's school satisfaction, followed by their family and peers.

KW - Autonomy support

KW - Hong Kong

KW - Primary and secondary school children

KW - School satisfaction

KW - Sense of belonging

KW - Social contexts

UR - http://www.scopus.com/inward/record.url?scp=85149299874&partnerID=8YFLogxK

U2 - 10.1016/j.childyouth.2023.106881

DO - 10.1016/j.childyouth.2023.106881

M3 - Journal Article (refereed)

SN - 0190-7409

VL - 148

JO - Children and Youth Services Review

JF - Children and Youth Services Review

M1 - 106881

ER -

Social Context of School Satisfaction among Primary and Secondary School Children in Hong Kong

Abstract

Bibliographical note

Keywords

UN SDGs

Access to Document

Other files and links

Fingerprint

Children's Views on their Lives and Well-being in Hong Kong

Cite this

Social Context of School Satisfaction among Primary and Secondary School Children in Hong Kong

Abstract

Bibliographical note

Keywords

UN SDGs

Access to Document

Other files and links

Fingerprint

Projects

Children's Views on their Lives and Well-being in Hong Kong

Cite this