Adolescents’ Self-Report of School Satisfaction : The Interaction Between Disability and Gender

Arciuli, Joanne and Emerson, Eric Broughton and Llewellyn, Gwynnyth (2019) Adolescents’ Self-Report of School Satisfaction : The Interaction Between Disability and Gender. School Psychology, 34 (2). pp. 148-158. ISSN 2578-4218

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School satisfaction is a critical aspect of well-being for every child and adolescent. Yet studies have rarely investigated whether school satisfaction varies depending upon participant characteristics and school-related social factors. Here we investigated whether disability and gender moderate adolescents’ self-report of school satisfaction. We also explored the role of mediating variables such as teacher support, parent support, and relationships with peers (including friendships and also bullying). Our analysis of data from 3,830 adolescents revealed a significant interaction between disability and gender. Girls with disabilities reported the lowest school satisfaction, an effect that appeared to be more strongly mediated by perceived lack of teacher support than other variables. Our findings are novel in disaggregating school satisfaction data by both disability and gender to reveal an interaction between these variables and in investigating the role of mediating variables relating to school-related social factors.

Item Type:
Journal Article
Journal or Publication Title:
School Psychology
Additional Information:
©American Psychological Association, 2019. This paper is not the copy of record and may not exactly replicate the authoritative document published in the APA journal. Please do not copy or cite without author's permission. The final article is available, upon publication, at: 10.1037/spq0000275
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Deposited On:
05 Feb 2019 16:00
Last Modified:
10 May 2024 01:44