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Self-Esteem Is Independent Factor and Moderator of School-Related Psychosocial Determinants of Life Satisfaction in Adolescents

Our aim was to investigate the impact of the school psychosocial environment, including students’ general attitude towards the school, perception of support from teachers and classmates as well as individual psychosocial factors including self-esteem and loneliness on life satisfaction (LS). Four re...

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Autores principales: Lábiscsák-Erdélyi, Zsuzsa, Veres-Balajti, Ilona, Somhegyi, Annamária, Kósa, Karolina
Formato: Online Artículo Texto
Lenguaje:English
Publicado: MDPI 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9100352/
https://www.ncbi.nlm.nih.gov/pubmed/35564960
http://dx.doi.org/10.3390/ijerph19095565
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author Lábiscsák-Erdélyi, Zsuzsa
Veres-Balajti, Ilona
Somhegyi, Annamária
Kósa, Karolina
author_facet Lábiscsák-Erdélyi, Zsuzsa
Veres-Balajti, Ilona
Somhegyi, Annamária
Kósa, Karolina
author_sort Lábiscsák-Erdélyi, Zsuzsa
collection PubMed
description Our aim was to investigate the impact of the school psychosocial environment, including students’ general attitude towards the school, perception of support from teachers and classmates as well as individual psychosocial factors including self-esteem and loneliness on life satisfaction (LS). Four repeated cross-sectional online questionnaire surveys were carried out between 2011 and 2014, inviting all students in one Hungarian high school. Health status and behaviour were assessed by the Hungarian version of the HBSC questionnaire. Results from the surveys were pooled for analysis (N = 3310 students). Heteroskedastic regression estimating robust variance was used to identify potential determinants of LS. Family wealth perceived to be well-off, self-esteem, and being perceived as a good student were identified to be the most important significant positive contributing factors of LS. Perceived good relations with classmates and teachers and an overall positive attitude to school had smaller but still significant positive effects on LS. Self-esteem was a significant moderator for the effect of perceived difficulty of schoolwork, relation with classmates, and gender. This paper shows that self-esteem is not only an independent factor but also a modifier of some school-related variables on LS. The complex interplay among school-related and individual potential determinants of LS should be taken into account in future research by controlling for their interactions.
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spelling pubmed-91003522022-05-14 Self-Esteem Is Independent Factor and Moderator of School-Related Psychosocial Determinants of Life Satisfaction in Adolescents Lábiscsák-Erdélyi, Zsuzsa Veres-Balajti, Ilona Somhegyi, Annamária Kósa, Karolina Int J Environ Res Public Health Article Our aim was to investigate the impact of the school psychosocial environment, including students’ general attitude towards the school, perception of support from teachers and classmates as well as individual psychosocial factors including self-esteem and loneliness on life satisfaction (LS). Four repeated cross-sectional online questionnaire surveys were carried out between 2011 and 2014, inviting all students in one Hungarian high school. Health status and behaviour were assessed by the Hungarian version of the HBSC questionnaire. Results from the surveys were pooled for analysis (N = 3310 students). Heteroskedastic regression estimating robust variance was used to identify potential determinants of LS. Family wealth perceived to be well-off, self-esteem, and being perceived as a good student were identified to be the most important significant positive contributing factors of LS. Perceived good relations with classmates and teachers and an overall positive attitude to school had smaller but still significant positive effects on LS. Self-esteem was a significant moderator for the effect of perceived difficulty of schoolwork, relation with classmates, and gender. This paper shows that self-esteem is not only an independent factor but also a modifier of some school-related variables on LS. The complex interplay among school-related and individual potential determinants of LS should be taken into account in future research by controlling for their interactions. MDPI 2022-05-03 /pmc/articles/PMC9100352/ /pubmed/35564960 http://dx.doi.org/10.3390/ijerph19095565 Text en © 2022 by the authors. https://creativecommons.org/licenses/by/4.0/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 (https://creativecommons.org/licenses/by/4.0/).
spellingShingle Article
Lábiscsák-Erdélyi, Zsuzsa
Veres-Balajti, Ilona
Somhegyi, Annamária
Kósa, Karolina
Self-Esteem Is Independent Factor and Moderator of School-Related Psychosocial Determinants of Life Satisfaction in Adolescents
title Self-Esteem Is Independent Factor and Moderator of School-Related Psychosocial Determinants of Life Satisfaction in Adolescents
title_full Self-Esteem Is Independent Factor and Moderator of School-Related Psychosocial Determinants of Life Satisfaction in Adolescents
title_fullStr Self-Esteem Is Independent Factor and Moderator of School-Related Psychosocial Determinants of Life Satisfaction in Adolescents
title_full_unstemmed Self-Esteem Is Independent Factor and Moderator of School-Related Psychosocial Determinants of Life Satisfaction in Adolescents
title_short Self-Esteem Is Independent Factor and Moderator of School-Related Psychosocial Determinants of Life Satisfaction in Adolescents
title_sort self-esteem is independent factor and moderator of school-related psychosocial determinants of life satisfaction in adolescents
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9100352/
https://www.ncbi.nlm.nih.gov/pubmed/35564960
http://dx.doi.org/10.3390/ijerph19095565
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