Date of Award

2010

Document Type

Campus Access Dissertation

Department

Psychology

Sub-Department

School Psychology

First Advisor

Eugene S. Huebner

Abstract

Research to date has assumed linearity in the effects of school satisfaction (SS), with more positive outcomes associated with increasing levels of school satisfaction. This study investigated the consequences of very high levels of SS across academic achievement and social-relationship outcomes using archival data collected in a one-year longitudinal study of middle school students. Several regression analyses similar to that of Oishi, Diener, and Lucas (2007) were conducted. The analyses demonstrated that middle school students with the highest levels of SS tended to report the highest levels of satisfaction with their peer, family, and teacher relationships. With regard to academic achievement, students reporting the highest levels of SS did not demonstrate statistically significantly lower (or higher levels) of academic achievement. SS does not appear significantly related to academic achievement outcomes. Limitations of the study as well as implications for future research and educational practice are discussed.

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