Kevin Diter, Claude Martin, Julia Buzaud, Zoé Perron
{"title":"学校相关因素对儿童生活满意度的社会差异影响:以法国为例","authors":"Kevin Diter, Claude Martin, Julia Buzaud, Zoé Perron","doi":"10.1353/prv.2021.0012","DOIUrl":null,"url":null,"abstract":"Abstract:Over the past fifty years, the topic of children’s well-being has garnered attention in political and academic debates. In recent decades, the extensive literature on the topic has documented the numerous determinants of children’s life satisfaction, as well as their relative importance according to cultural contexts. This increasing attention paid to children’s subjective well-being includes consideration of school environments (see for example the ISCWeB study, HBSC study, the advancements of Positive Education, World Happiness Report 2015, etc). Until recently, the Program for International Student Assessment (PISA) surveys were mainly focused on well-being as linked with academic and professional achievement. Since 2015, PISA has documented ongoing levels of children’s well-being, and how well-being is influenced by school environments, the quality of children’s relationships with their peers and teachers at school, as well as parental involvement in the lives of their children. This article aims to highlight the impact of school-related determinants on children’s life satisfaction and its variations across social classes. Based on the French part of the PISA 2015 Survey (n=4804), we have identified a two steps expression of inequalities. We begin by showing that class differences influence children’s probability of having both a school environment and peer and parental relationships that enhance their level of life satisfaction. We go on to point out that social inequalities also appear when examining the impact of school-related factors on children’s overall life satisfaction. It seems that school bullying, anxiety and parental involvement in school impact children differently depending on their social background.","PeriodicalId":43131,"journal":{"name":"Population Review","volume":null,"pages":null},"PeriodicalIF":0.4000,"publicationDate":"2021-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"The Socially Differentiated Impact of School-related Factors on Children’s Life Satisfaction: The French Example\",\"authors\":\"Kevin Diter, Claude Martin, Julia Buzaud, Zoé Perron\",\"doi\":\"10.1353/prv.2021.0012\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Abstract:Over the past fifty years, the topic of children’s well-being has garnered attention in political and academic debates. In recent decades, the extensive literature on the topic has documented the numerous determinants of children’s life satisfaction, as well as their relative importance according to cultural contexts. This increasing attention paid to children’s subjective well-being includes consideration of school environments (see for example the ISCWeB study, HBSC study, the advancements of Positive Education, World Happiness Report 2015, etc). Until recently, the Program for International Student Assessment (PISA) surveys were mainly focused on well-being as linked with academic and professional achievement. Since 2015, PISA has documented ongoing levels of children’s well-being, and how well-being is influenced by school environments, the quality of children’s relationships with their peers and teachers at school, as well as parental involvement in the lives of their children. This article aims to highlight the impact of school-related determinants on children’s life satisfaction and its variations across social classes. Based on the French part of the PISA 2015 Survey (n=4804), we have identified a two steps expression of inequalities. We begin by showing that class differences influence children’s probability of having both a school environment and peer and parental relationships that enhance their level of life satisfaction. We go on to point out that social inequalities also appear when examining the impact of school-related factors on children’s overall life satisfaction. 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The Socially Differentiated Impact of School-related Factors on Children’s Life Satisfaction: The French Example
Abstract:Over the past fifty years, the topic of children’s well-being has garnered attention in political and academic debates. In recent decades, the extensive literature on the topic has documented the numerous determinants of children’s life satisfaction, as well as their relative importance according to cultural contexts. This increasing attention paid to children’s subjective well-being includes consideration of school environments (see for example the ISCWeB study, HBSC study, the advancements of Positive Education, World Happiness Report 2015, etc). Until recently, the Program for International Student Assessment (PISA) surveys were mainly focused on well-being as linked with academic and professional achievement. Since 2015, PISA has documented ongoing levels of children’s well-being, and how well-being is influenced by school environments, the quality of children’s relationships with their peers and teachers at school, as well as parental involvement in the lives of their children. This article aims to highlight the impact of school-related determinants on children’s life satisfaction and its variations across social classes. Based on the French part of the PISA 2015 Survey (n=4804), we have identified a two steps expression of inequalities. We begin by showing that class differences influence children’s probability of having both a school environment and peer and parental relationships that enhance their level of life satisfaction. We go on to point out that social inequalities also appear when examining the impact of school-related factors on children’s overall life satisfaction. It seems that school bullying, anxiety and parental involvement in school impact children differently depending on their social background.
期刊介绍:
Population Review publishes scholarly research that covers a broad range of social science disciplines, including demography, sociology, social anthropology, socioenvironmental science, communication, and political science. The journal emphasizes empirical research and strives to advance knowledge on the interrelationships between demography and sociology. The editor welcomes submissions that combine theory with solid empirical research. Articles that are of general interest to population specialists are also desired. International in scope, the journal’s focus is not limited by geography. Submissions are encouraged from scholars in both the developing and developed world. Population Review publishes original articles and book reviews. Content is published online immediately after acceptance.