Satisfaction with school and willingness to put in effort.
Furthermore, as expected, student satisfaction with school is also positively related to student competence development.
Higher motivation to learn has been linked not only to better academic performance, but to greater conceptual understanding, satisfaction with school, self-esteem, social adjustment, and to lower dropout rates (Usher and Kober 2012, p.3).
A growing body of research has shown that student engagement is predictive of students' well-being, satisfaction with school and peers, academic achievement, and lower burnout and school dropout rates (see e.g. Chen & Astor 2011; Finn & Zimmer 2012; Kuh 2009; Salmela-Aro et al. 2008).
Furthermore, the average satisfaction with school of a class and teacher support of autonomy in accounting are, with an error probability of p < 0.10, positively associated with a class' initial competence, again when level 1 and 2 predictors are controlled for.
Only 7.9% of the variance in satisfaction with school was explained by self-reported physical and mental health status.
However, relatively small and statistically non-significant regression coefficients were obtained for satisfaction with friends and satisfaction with school in the multivariate model (see Table 4).
Among variables assumed to promote school wellbeing were enjoyment in doing school work, a feeling of receiving help and assistance when needed, and satisfaction with school work.
Dimensions such as satisfaction with school and academic performance would also be appropriate to include when assessing which types of school adjustment that may be impaired in children of alcohol abusers.
Satisfaction rates with schools have barely changed in six years.
