The role of school identification and self-efficacy in school satisfaction among Norwegian high-school students
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The role of school identification and self‑efficacy in school satisfaction among Norwegian high‑school students Inge‑Ernald Simonsen1 · Torbjørn Rundmo1 Received: 23 October 2019 / Accepted: 29 September 2020 © The Author(s) 2020
Abstract School satisfaction is a key indicator of education quality in addition to academic achievement and student’s coping efficacy, as well as an important factor to prevent school dropout. The primary aim of this study was to investigate how high-school students’ school identification and self-efficacy were associated with school satisfaction. The study included controls for gender, education programme and parental education level. A self-report questionnaire was administered to high-school students at three upper secondary schools in Norway. The sample included 794 first year students. No respondents refrained from participating in the study. Most of the students in the study were satisfied with school. The current study underscores the importance of school identification. School identification was found to be more important for the students’ school satisfaction than self-efficacy. Moreover, according to the results, teachers’ social identity leadership appears to play an important role in students’ school satisfaction. The findings imply that the teachers’ social identity leadership is imperative in classroom management. Keywords School identification · Social identity leadership · Self-efficacy · School satisfaction · Classroom management
1 Introduction Satisfaction and well-being at school has become significant foci in school polices as well as an explicit educational aim (see White 2007; Coleman 2009; Currie et al. 2012; UNESCO 2016; OECD 2017). Kirkcaldy et al. (2004), examining data from 30 countries, found a positive relationship between subjective well-being and adolescents’ academic achievement. Students who do not like school are those who are most likely to have a lower academic performance, higher school non-attendance * Inge‑Ernald Simonsen [email protected] 1
Department of Psychology, Norwegian University of Science and Technology, 7491 Trondheim, Norway
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and to be at greatest risk of dropping out. A large proportion of young people drop out of school because they view formal education as irrelevant (Scott 2015). The present study was carried out among Norwegian students in general and vocational upper secondary school. High-school (Upper Secondary School) in Norway is optional, but according to The Norwegian Education Act (1998, Sect. 3-1) all adolescents between 15 and 24 years old are entitled to free upper secondary education. The general tracks are three years long, preparing for tertiary education, whereas vocational tracks are usually four years long, including two years in apprenticeship at regular work places (Bäckman et al. 2015). According to the Regulation relating to The Norwegian Education Act (2006, Sect. 3-3), students in upper secondary education who have more than ten percent undocum
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