School is (not) calling: the associations of gender, family affluence, disruptions in the social context and learning di
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ORIGINAL ARTICLE
School is (not) calling: the associations of gender, family affluence, disruptions in the social context and learning difficulties with school satisfaction among adolescents in Slovakia Lucia Bosakova1,2,3,4 • Andrea Madarasova Geckova1,2,3,4 • Jitse P. van Dijk2,3,4 • Sijmen A. Reijneveld4 Received: 4 March 2020 / Revised: 25 August 2020 / Accepted: 28 August 2020 Swiss School of Public Health (SSPH+) 2020
Abstract Objectives Education is an important tool to reduce health inequalities. Several factors influence the educational trajectory of children, with school satisfaction being one of them. The aim was to explore how learning difficulties, a disrupted social context and family affluence relate to school satisfaction. Methods We used data from the 2018 Slovak cross-sectional Health Behaviour in School-aged Children-study (age 15 years; N = 913; 50.3% boys). School satisfaction was categorized as liking school and caring about education (satisfied), disliking school but caring about education or vice versa (inconsistent), and disliking school and not caring about education (indifferent). We explored the association of learning difficulties, disrupted social context and family affluence with school satisfaction using multinomial logistic regression. Results Boys, and children having learning difficulties, or disruption in the social context and living in low affluence family were significantly less likely to be satisfied at school. Conclusions The key is to create a stimulating and encouraging environment at school, where children successfully learn functional literacy and feel well. The more satisfaction pupils get from school, the more likely is a favourable educational trajectory for them. Keywords Learning difficulties Disrupted social context Family affluence School satisfaction Adolescents HBSC Slovakia
Introduction This article is part of the special issue ‘‘Adolescent health in Central and Eastern Europe’’.
Electronic supplementary material The online version of this article (https://doi.org/10.1007/s00038-020-01474-4) contains supplementary material, which is available to authorized users.
Education can be a powerful engine for greater equality (Walker et al. 2019), making low education a major indicator for low socioeconomic status (SES). Persons who lack education are less likely to have a generous income and use to be deprived also in all sorts of other dimensions 1
Department of Health Psychology and Research Methodology, Medical Faculty, P.J. Safarik University in Kosice, Kosice, Slovakia
Andrea Madarasova Geckova [email protected]
2
Olomouc University Society and Health Institute, Palacky University in Olomouc, Olomouc, Czech Republic
Jitse P. van Dijk [email protected]
3
Graduate School Kosice Institute for Society and Health, Medical Faculty, P.J. Safarik University in Kosice, Kosice, Slovakia
4
Department of Community and Occupational Medicine, University Medical Center Groningen, University of Gro
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