School Attachment Among Taiwanese Adolescents: The Roles of Individual Characteristics,Peer Relationships,and Teacher Well-Being

This study examines the effects of individual characteristics (school grade and gender), peer relationships (peer support and peer victimization), and the subjective well-being of teachers (depression and job satisfaction) on students’ attachment to school. Twenty-four classes in grades 7 through 9 at two middle schools in Taipei were selected as the sample, and survey data were obtained from students and homeroom teachers. Hierarchical linear modeling was used to conduct a two-level analysis on 720 students and 24 teachers with valid data on all research variables. A series of models were constructed and tested stepwise. The results indicated that students’ average school attachment scores varied significantly among classes. A higher school grade was associated with reduced attachment while no gender difference was found. Peer support had a positive influence and peer victimization had a negative effect on school attachment. Finally, job satisfaction of the homeroom teachers positively contributed to students’ attachment to school, but teachers’ depression had no significant effect. Implications for creating a positive classroom environment were discussed.     

Effects of ability mixing in high school on adulthood earnings: quasiexperimental evidence from South Korea

We estimate impacts of ability mixing compared to ability grouping in high school education on students’ adulthood earnings. To overcome endogeneity and selection problems that plagued the previous studies, we exploit a policy experiment in South Korea in the 1970s, which changed the education regime of general high schools from grouping to mixing in major cities. We find that the mixing treatment has a positive but statistically insignificant effect on average adulthood earnings. We also find that while mixing has positive effects on low ability students’ adulthood earnings, it has smaller positive or even negative effects on higher ability students.      

Learning,Interaction and Relationships as Components of Student Well-being: Differences Between Classes from Student and Teacher Perspective

The attitudes of students to their school, teachers and peers were investigated with 1,540 students in grade six from 30 schools and 78 classes. Using structural equation modelling, the students’ perceptions of well-being were investigated at class level using seven items with high reliability. Their well-being was dependent on at least three factors: students’ learning (seven items), student-to-student interaction (six items) and teacher–student relationships as described by students (ten items). Together, these factors explained 72 % of the variability of well-being between classes. The students’ well-being appeared to be significantly different between schools and between classes in the same school. The teachers’ opinions of their classes with the highest class score for well-being were compared with the lowest. The differences in the evaluation of the teachers’ own classes explain a number of critical issues which impact on educational outcomes. Students need to be aware of the combined effects of learning and socialisation.     

The Impact of School Violence on Self-Esteem and Depression Among Taiwanese Junior High School Students

The majority of research on the outcome of school violence has been conducted in Western countries. Empirical studies on how school violence impacts student psychological well-being in a Chinese cultural context are relatively limited. The aim of this study was to address this gap by exploring how student maltreatment by teachers, student perpetration against students, and student victimization by other students affected the self-esteem and depression of 1,376 junior high school students in Taiwan. The current study also explored how gender, family socioeconomic status (SES), student–teacher relationships and peer support moderate the impact of school violence. Structural equation analyses showed that student victimization by students and student perpetration of violence against students successfully predicted depression, but not self-esteem. Student maltreatment by teachers was associated with neither depression nor self-esteem. Multigroup analyses showed that relationships among the variables were similar across gender, family socioeconomic status, or student–teacher relationships. However, the impact of student victimization on depression was stronger for subgroups with a low level of peer support than for those with a high level of peer support. The overall findings suggest that depression is the major consequence of school violence in Taiwan and that the impact of student victimization by fellow students on depression is buffered by positive peer support. Implications for theory, intervention and recommendations for future research are discussed.     

Student Perception As Moderator For Student Wellbeing

Student motivation as well as student perception of interpersonal teacher behaviour are linked to the sense of wellbeing at student level. However, while most of the variance in the measurement of student wellbeing was situated at student level, eleven percent of variance was found at classroom level. In this article we focus on this variance at classroom level and the moderating role that student perception of interpersonal teacher behaviour has. From an interpersonal perspective on teaching, the relationship between teacher wellbeing, perceptions of interpersonal teacher behaviour, and student wellbeing is examined. Grade 9 students of technical and vocational training schools are participating in this study. In the analyses a distinction is made between teaching academic subjects and teaching vocational subjects. There appears to be a direct link between the wellbeing of the teachers of academic subjects and the wellbeing of their students. Students who perceive their academic teacher as leading, helpful and friendly score higher on wellbeing, while wellbeing decreases when an academic teacher is perceived as strict and admonishing.The relationship between the teacher of vocational subjects who typifies himself as strict and admonishing, and the wellbeing of his students, is moderated by student perceptions of teacher interpersonal behaviour. A direct relationship between the wellbeing of the vocational teacher and the wellbeing of students is not found. Only when the vocational teacher's wellbeing is high and student perceptions of uncertain or dissatisfied interpersonal teacher behaviour is low, does student wellbeing increase. We conclude that for vocational subjects, student perceptions of interpersonal teacher behaviour are crucial moderators. Finally, students who are highly motivated to learn practical subjects, have a higher score on student wellbeing. By contrast, the fact that education is inherently obligatory has a negative influence on student wellbeing.     

Social connectedness among international students at an Australian university

A representative sample of undergraduate and postgraduate international students at a large Australian university (n = 979, 64% females) completed a mail-back survey examining their perceptions of social connectedness. Four aspects of social connectedness were investigated: (1) connectedness in Melbourne, (2) social mixing and interaction with co-culturals and Australians, (3) involvement in organisations, associations and groups, and (4) connections to home and family. The majority of students report being well-connected to others in Melbourne, although some desire increased personal support from people who know and care about them. Connectedness in Melbourne is related to students’ cultural background and communication skills in the new culture and their evaluation of their perceived academic progress. Students from Asian countries reveal different patterns to other students, especially in the relationships between connectedness and interactions with co-culturals. Awareness of these and other differences among international students from varying cultural backgrounds can help target assistance in achieving a sense of well-being.     

Discretionary Time of Chinese College Students: Activities and Impact of SARS-Induced Constraints on Choices

How people make choices about activity engagement during discretionary time is a topic of increasing interest to those studying quality of life issues. Assuming choices are made to maximize individual welfare, several factors are believed to influence these choices. Constraints theory from the leisure research literature suggests these choices are heavily influenced by intrapersonal, interpersonal and structural constraints. Within these constraints, the individual is motivated to make choices that maximize perceived personal welfare. Leisure affordance theory focuses on these motivations by suggesting the importance of more positive influences on choices within a set of constraints. In this study, an inventory of discretionary time activities and reasons for choosing these activities were documented for a sample of Chinese college students. Because data were collected during an unanticipated SARS epidemic, the impact of the SARS crisis on students’ daily choices was also examined in detail. Despite the constraints imposed by SARS and the attendant suspension of off-campus activities, some students did not perceive a change of daily life as a result, while others perceived positive changes in attitudes and behavior. Findings shed light on students’ experiences during a time of rapid change in Chinese society and higher education. Decisions made during this influential time of life are important because they may affect students’ future choices related to leisure and discretionary time.     

An Analysis of Specific Life Satisfaction Domains and Disordered Eating among College Students

Research has revealed that overall life satisfaction (LS) is negatively related to disordered eating. This study examined whether specific LS domains (e.g., family, friends, etc.) were more strongly associated with eating behaviors/weight perceptions (e.g., exercising to lose weight, using laxatives to lose weight, etc.) in 723 randomly selected college students analyzed separately by gender. Data were analyzed using logistic and multiple regression procedures. Results supported the hypotheses in the expected directions. College students’ weight perceptions had the strongest relationships with Satisfaction with Self and Satisfaction with Physical Appearance, and these relationships were stronger among females than males. Worrying about weight, self-described weight, and binge eating were significantly correlated with all LS domains (p < .05). Results suggest potential contributions of differentiating among the domains of LS in efforts to understand disordered eating among males and female college students. Implications for practice are discussed briefly.     

The influence of student characteristics and interpersonal teacher behaviour in the classroom on student’s wellbeing

Student wellbeing can be considered a major output indicator of quality of education. A positive classroom climate can contribute to a higher sense of wellbeing. Interpersonal relationships between teachers and students are an important aspect of the classroom climate. This study investigated how student wellbeing was predicted by student characteristics, interpersonal teacher behaviour and achievement. 594 students from 55 classes in 13 technical and vocational secondary schools were involved in this study. The results indicated that those students who attended school because they were highly motivated learners reported a higher sense of wellbeing than those who attended out of a sense of duty. It also appeared that student perception of interpersonal teacher behaviour predicted student wellbeing. As a case in point, when students viewed their language teacher as tolerant yet exacting discipline, a positive relationship was found with student wellbeing. Students also felt better when their mathematics teachers were less authoritarian, but the cooperative component was still important.     

An Analysis of Student Satisfaction: Full-Time vs. Part-Time Students

This paper examines how full-time or part-time status affects students’ level of satisfaction with their degree programs. For our analysis, we obtained data from a survey of graduate students. The survey was conducted at a public university in Spain from 2001 to 2004. The decision to undertake paid employment while studying emerges as one of the key determinants of student satisfaction. In particular, our findings indicate that students who hold a part-time job while studying are more likely to express less satisfaction with their college experience.     

Parental transfers, student achievement, and the labor supply of college students

Using nationally representative data from the NLSY97 and a simultaneous equations model, this paper analyzes the financial motivations for and the effects of employment on U.S. college students’ academic performance. The data confirm the predictions of the theoretical model that lower parental transfers and greater costs of attending college increase the number of hours students work while in school, although students are not very responsive to these financial motivations. They also provide some evidence that greater hours of work lead to lower grade point averages (GPAs).     

Immigration,ethnicity, and the loss of white students from California public schools, 1990–2000

This article investigates whether and the extent to which “white flight” from Hispanic and Limited English Proficient (LEP) students has been occurring in California’s public schools and further, examines the level (school or district) on which “white flight” may operate. Using school-level administrative data from the California Department of Education from 1990 to 2000, we estimate exponential growth rate models of white enrollment with school-level fixed effects. The results shed light on the implications of immigration for school segregation in the United States. The analysis indicates that white enrollment declined in response to increases in the number of Spanish-speaking LEP and Hispanic students, and that “white flight” from LEP or Hispanic students occurred more at the district than the school level in the case of primary schools, and at the school level for secondary schools. In addition, schools with higher percentages of Spanish LEP students in the school than the district, and with higher percentages in the district relative to the county, experienced greater losses in white enrollments than other schools, thus suggesting that higher levels of segregation in the wider metropolitan area accelerate white flight.     

Safety and Home–School Relations as Indicators of Children Well Being: Whose Perspective Counts?

Recent attention to children’s well being has generated research showing that safety and home–school relations are two of the most important indicators of children’s well being. Recent studies have also demonstrated the consistent differences in perspectives between children and teachers and between parents and teachers in regard to home–school relations and between children and parents in regard to children safety. This paper reports findings from an exploratory study, conducted as part of the “Strong Communities” initiative in South Carolina, comparing between the three perspectives of children, parents, and teachers in regard to children both home–school relations and safety. The findings show significant differences regarding almost all items between the three groups. For example, teachers felt school and the way to and back from school were safer for children than how the children themselves felt. However, other patterns were found with regard to home–school relations. The article concludes with a discussion of the apparent weight given to each of these perspectives, possible explanations for the gaps found and its practical implications for social indicators usage.     

Perceptions of Job Security in Europe’s Ageing Workforce

Using data from the 2004 Survey of Health, Ageing and Retirement in Europe, this paper investigates older workers’ perceptions of job security in eleven countries. We describe cross-national patterns and estimate multilevel models to analyse individual and societal determinants of self-perceived job security in the older labour force. While there are considerable cross-country variations around a median value of 23% of workers aged 50 or older ranking their job security as poor, none of our suggested macro-level explanatory variables—employment rate, employment protection legislation, mean level of general social trust, and proportion disapproving of working beyond age 70—bears statistically significant associations with individuals’ job security. We find some indication, however, that the various societal factors considered here might contribute jointly to explaining the observed cross-national variation. Future research should aim at identifying statistically more powerful indicators of the supposed multilevel relationship between social context and older workers’ perceptions of job security. Moreover, supplementary findings indicate that further attention should be paid to the gender dimension of job insecurity.     

Social Trust,Social Partner Time and Television Time

Social trust is an important phenomenon, but the influence of important time-based measures upon trust has not been examined. Such measures include social contact and anti-social activity, such as television watching, which allows for the co-presence of other people. This paper reports on associations between trust and weighted means of co-present ‘social’ time (defined as time spent in various ‘social’ activities) and co-present time spent watching television, using the Australian Time Use Survey, 2006. It finds that trust is associated with social time spent in the co-presence of ‘strangers’ predominately from outside the household, and that TV watching in the co-presence of ‘familiars’—friends and family—is negatively associated with trust.     

Monitoring Optimism in South Africa

An article with exactly this same title was published in Social Indicators Research (41:279–304, 1997). The purpose of the current article is to update the findings discussed in that first article. Therefore the abstract published previously is still relevant: The last few decades have been the most crucial and eventful ones in South Africa’s history. During this time, the empirical research and knowledge provided by opinion polls yielded much-needed insight into the grass roots of a society in transition, providing an instrument with which to measure the political climate, to observe trends and developments and to give input into the decision-making process of companies and political parties. Although the process of change and political transition still remains difficult to properly define, this article will provide some insight into the attitudes, perceptions and values of the South African public by giving attention to trends that have transpired over the years. Special attention is devoted to perceptions on pertinent issues such as the mood in the country, optimism, economic well-being, social harmony and trust – all essential elements in an emerging democracy. Again, extensive use is made of data and findings from Markinor’s bi-annual Socio-Political Trends surveys and the World Values Studies.     

A Note on Student Quality of Life

An aggregated sample of students (n = 3407) from the University of Northern British Columbia covering 7 of the 8 years from 1998 to 2005 is analyzed to show the relative and combined explanatory power of some life domain (e.g., satisfaction with family relations) and university-related variables (e.g., satisfaction with UNBC instructors) on some global quality-of-life variables (e.g., life satisfaction). It was found that, in combination with the life domain variables, the university-related variables added practically nothing to our explanatory power. The most powerful university-related variable was students’ satisfaction with their instructors.     

Easing the Transition for Queer Student Teachers From Program to Field: Implications for Teacher Education

Tensions exist between what some queer student teachers experience in the university setting, their lives in schools during field placements, and upon graduation. We describe a series of workshops designed for queer student teachers and their allies that were conducted prior to field placement. Participants revealed high degrees of satisfaction with the program and increased feelings of personal and professional self-efficacy. Participants reported high levels of experienced homophobia in their academic programs; as such, the workshops were a valuable “safe space.” These workshops appear to fill a significant gap for queer students and their allies in teacher preparation programs.     

Equality and Diversity in the Classroom: A Comparison of Students’ and Teachers’ Attitudes in Six European Countries

Globalisation and increased mobility of people within the EU have led to increased immigration and greater diversity within many EU countries, which have affected the composition of workplaces and classrooms. This includes diversity in terms of nationality, as well as ethnic, racial and religious diversity. This article expands awareness of diversity issues in the workplace to classrooms. It is based on a crosscultural comparative study of the attitudes of secondary school students and their teachers in six European countries: Ireland, the UK, France, Latvia, Italy and Spain. The sample included 320 students and 208 teachers for a total of 528 respondents. The article compares and contrasts attitudes towards non-national students, ethnic and religious minorities and disabled students, as well as gender issues, bullying and general perceptions of equality and diversity. The findings demonstrate generally positive attitudes among young people towards the increasing diversity in their classrooms. Moreover, the study revealed that in countries where there is greater diversity, the perception of difficulties is lower than in countries with less experience of diversity, suggesting that greater diversity and intergroup contact is resulting in more inclusive attitudes in schools. However, results comparing students with teachers identified consistent gaps in perceptions, with teachers having greater estimates of difficulties posed by diversity, together with smaller estimates of bullying behaviour. The study demonstrated that there is a need for teachers to have enhanced skills and competencies to deal effectively with this new environment in order to facilitate a more inclusive classroom.     

The Big Freak Out: Educator Fear in Response to the Presence of Transgender Elementary School Students

Increased visibility of transgender children requires elementary school professionals to take on issues of gender diversity, sex and sexuality, which are considered taboo in elementary school spaces. School professionals who have worked with transgender children were interviewed about their experience with these students, perceptions of their school's success in supporting them, and recommendations for information and resources needed by schools to provide support. Findings indicate that fear and anxiety are common educator responses to the presence of a transgender child and the disruption of the gender binary, and these emotions are limiting the possibilities for schools to affirm transgender identity.