Perceived class climate and school-aged children’s life satisfaction: The role of the learning environment in classrooms

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Abstract

Copyright: © 2018 Rathmann et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. The aim of this study is to examine the impact of class-level class climate on school-aged children’s life satisfaction. Data was derived from the German National Educational Panel Study (NEPS) using sixth grade school-aged children (n = 4,764, 483 classes). Class climate includes indicators of teachers’ care and monitoring, demands, interaction, autonomy, as well as school-aged children’s attitudes towards schoolwork at the class- and individual-level. Results showed that individual perceived class climate in terms of teachers’ care and monitoring and autonomy was positively related to life satisfaction, whereas school-related demands were related to lower life satisfaction. Besides teachers’ care and monitoring at class-level, indicators of class climate were not associated with school-aged children’s life satisfaction, while the individual perceived class climate is more important for life satisfaction.

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Rathmann, K., Herke, M. G., Hurrelmann, K., & Richter, M. (2018). Perceived class climate and school-aged children’s life satisfaction: The role of the learning environment in classrooms. PLoS ONE, 13(2). https://doi.org/10.1371/journal.pone.0189335

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