Type of Disability, Gender, and Age Affect School Satisfaction: Findings from the UK Millennium Cohort Study

Autor/inn/en	Arciuli, Joanne; Emerson, Eric
Titel	Type of Disability, Gender, and Age Affect School Satisfaction: Findings from the UK Millennium Cohort Study
Quelle	In: British Journal of Educational Psychology, 90 (2020) 3, S.870-885 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Arciuli, Joanne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1111/bjep.12344
Schlagwörter	Student Satisfaction; Gender Differences; Individual Differences; Foreign Countries; Measurement Techniques; Elementary School Students; Secondary School Students; Students with Disabilities; Mental Health; United Kingdom + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Individueller Unterschied; Ausland; Messtechnik; Sekundarschüler; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Psychohygiene; Großbritannien
Abstract	Background: Self-reported school satisfaction is an important indicator of child and adolescent well-being. Few studies have examined how disability, gender, and age affect school satisfaction. Aim: We sought to determine whether the interaction between disability and gender with regard to self-reported school satisfaction might be specific to particular types of disability and particular ages. Methods: We undertook secondary analysis of Waves 5 and 6 of the UK's Millennium Cohort Study (MCS), a nationally representative sample of children born 2000-2002. MCS is the fourth in the series of British birth cohort studies. Result: At 11 years of age (n = 12,207), school satisfaction was significantly higher for girls and those without disabilities. By contrast, at 14 (n = 10,933), school satisfaction was significantly higher for boys and those without disabilities. Subsequent analyses of gender moderation of the association between disability and school satisfaction revealed a significant interaction between gender and disabilities associated with mental health and with dexterity, respectively, at 14 years but not at age 11. Conclusion: These findings will inform future research endeavours, policy, and practice in psychology, education, and other areas associated with child development and disability. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01