School satisfaction of elementary school children: The role of performance, peer relations, ethnicity and gender

The present study examines school satisfaction among 1,090 Dutch and ethnic minority children aged between ten and twelve in relation to their school context. Data were gathered in 51 classes from 26 schools. Individual and classroom variables were examined simultaneously, using multilevel analysis. Controlling statistically for general life satisfaction and teacher likeability, the results show that the effects of educational performance and peer victimization on school satisfaction were mediated by perceived scholastic competence and social self-esteem, respectively. In addition, ethnic minority groups were more satisfied with school than the Dutch pupils, and girls were more satisfied than boys. Multilevel analysis showed that school satisfaction was dependent on the classroom context. The academic and social climate in the class had positive effects on the level of satisfaction with school. The percentage of Dutch pupils, the percentage of girls and the number of pupils had no significant independent effects on school satisfaction.