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

• Published in: PloS one Vol. 13; no. 2; p. e0189335
• Main Authors: Rathmann, Katharina, Herke, Max G., Hurrelmann, Klaus, Richter, Matthias
• Format: Journal Article
• Language: English
• Published: United States Public Library of Science 08.02.2018; Public Library of Science (PLoS)
• Subjects: Analysis; Biology and Life Sciences; Classroom environment; Elementary school students; Influence; Medicine and Health Sciences; People and Places; Psychological aspects; Satisfaction (Psychology); Social Sciences
• ISSN: 1932-6203; 1932-6203
• DOI: 10.1371/journal.pone.0189335

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.