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Adolescents’ Life Satisfaction: The Role of Classroom, Family, Self-Concept and Gender
This study analyzes the direct relationships between classroom and family context and adolescent students’ life satisfaction (LS) and the indirect relationships between these same variables through adolescents’ academic, family, and social self-concept from a gender perspective. In the theoretical m...
Autores principales: | , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
MDPI
2019
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6982278/ https://www.ncbi.nlm.nih.gov/pubmed/31861387 http://dx.doi.org/10.3390/ijerph17010019 |
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author | Povedano-Diaz, Amapola Muñiz-Rivas, Maria Vera-Perea, Maria |
author_facet | Povedano-Diaz, Amapola Muñiz-Rivas, Maria Vera-Perea, Maria |
author_sort | Povedano-Diaz, Amapola |
collection | PubMed |
description | This study analyzes the direct relationships between classroom and family context and adolescent students’ life satisfaction (LS) and the indirect relationships between these same variables through adolescents’ academic, family, and social self-concept from a gender perspective. In the theoretical model, we assume that the quality of the parent—child relationship affects adolescents’ LS both directly and indirectly through their self-concept. We assume that the quality of the classroom climate also affects adolescents’ LS through their self-concept. The sample consisted of 2373 adolescents (49.8% girls) aged 12 to 18 years (mean (M) = 14.69, standard deviation (SD) = 1.82). A structural equation model was tested to analyse the relationship between the variables. Subsequently, multigroup analysis was performed to determine the structural invariance of the model as a function of gender. The chi square and T-student test was 71.66. Results revealed a direct positive relationship between family environment and LS. Family and classroom environment were indirectly related to LS through their relationship with academic, family, and social self-concept. The result of multigroup analysis supports the structural invariance of the model in both sexes; therefore, the expected relationships are the same for boys and girls, making the model more generalizable and applicable. The practical and theoretical implications are discussed. |
format | Online Article Text |
id | pubmed-6982278 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2019 |
publisher | MDPI |
record_format | MEDLINE/PubMed |
spelling | pubmed-69822782020-02-07 Adolescents’ Life Satisfaction: The Role of Classroom, Family, Self-Concept and Gender Povedano-Diaz, Amapola Muñiz-Rivas, Maria Vera-Perea, Maria Int J Environ Res Public Health Article This study analyzes the direct relationships between classroom and family context and adolescent students’ life satisfaction (LS) and the indirect relationships between these same variables through adolescents’ academic, family, and social self-concept from a gender perspective. In the theoretical model, we assume that the quality of the parent—child relationship affects adolescents’ LS both directly and indirectly through their self-concept. We assume that the quality of the classroom climate also affects adolescents’ LS through their self-concept. The sample consisted of 2373 adolescents (49.8% girls) aged 12 to 18 years (mean (M) = 14.69, standard deviation (SD) = 1.82). A structural equation model was tested to analyse the relationship between the variables. Subsequently, multigroup analysis was performed to determine the structural invariance of the model as a function of gender. The chi square and T-student test was 71.66. Results revealed a direct positive relationship between family environment and LS. Family and classroom environment were indirectly related to LS through their relationship with academic, family, and social self-concept. The result of multigroup analysis supports the structural invariance of the model in both sexes; therefore, the expected relationships are the same for boys and girls, making the model more generalizable and applicable. The practical and theoretical implications are discussed. MDPI 2019-12-18 2020-01 /pmc/articles/PMC6982278/ /pubmed/31861387 http://dx.doi.org/10.3390/ijerph17010019 Text en © 2019 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/). |
spellingShingle | Article Povedano-Diaz, Amapola Muñiz-Rivas, Maria Vera-Perea, Maria Adolescents’ Life Satisfaction: The Role of Classroom, Family, Self-Concept and Gender |
title | Adolescents’ Life Satisfaction: The Role of Classroom, Family, Self-Concept and Gender |
title_full | Adolescents’ Life Satisfaction: The Role of Classroom, Family, Self-Concept and Gender |
title_fullStr | Adolescents’ Life Satisfaction: The Role of Classroom, Family, Self-Concept and Gender |
title_full_unstemmed | Adolescents’ Life Satisfaction: The Role of Classroom, Family, Self-Concept and Gender |
title_short | Adolescents’ Life Satisfaction: The Role of Classroom, Family, Self-Concept and Gender |
title_sort | adolescents’ life satisfaction: the role of classroom, family, self-concept and gender |
topic | Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6982278/ https://www.ncbi.nlm.nih.gov/pubmed/31861387 http://dx.doi.org/10.3390/ijerph17010019 |
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