Resumo

COELHO, Clara C. de A.  e  DELL'AGLIO, Débora D.. School climate and school satisfaction among high school adolescents. Psicol. teor. prat. [online]. 2019, vol.21, n.1, pp. 265-281. ISSN 1516-3687.  http://dx.doi.org/10.5935/1980-6906/psicologia.v21n1p265-281.

This study investigates relationships between school climate and students' satisfaction with school. A total of 504 students enrolled in public high schools participated in the study and answered the Multidimensional Life Satisfaction Scale and the Delaware School Climate Survey. A multiple regression analyzes, using the forward method, identified a model with three domains of school climate that contributed to the explanation of 30% of the variation in the school satisfaction (p < 0.001): teacher-student relationships (β = 0.28), fairness of rules and clarity of expectations (β = 0.21) and student-student relationship (β = 0.17). The results suggest that the relationships, as well as the structure offered within the school environment, are essential to the explanation of school satisfaction. In addition, the results indicate that investments in improving students' school satisfaction can be promoted with improvement in the school climate, with emphasis on the teacher-student relationship.

Palavras-chave : school satisfaction; school climate; positive development; adolescence; teacher-student relationship.

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