%0 Journal Article %1 rathmann2018perceived %A Rathmann, Katharina %A Herke, Max G. %A Hurrelmann, Klaus %A Richter, Matthias %D 2018 %J PLoS ONE %K use:doi:10.5157/NEPS:SC3:3.1.0 %R 10.1371/journal.pone.0189335 %T Perceived class climate and school-aged children's life satisfaction: The role of the learning environment in classrooms %U http://journals.plos.org/plosone/article?id=10.1371/journal.pone.0189335 %V 13(2) %X 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.

@article{rathmann2018perceived, abstract = {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.}, added-at = {2018-03-09T10:33:22.000+0100}, author = {Rathmann, Katharina and Herke, Max G. and Hurrelmann, Klaus and Richter, Matthias}, biburl = {https://www.bibsonomy.org/bibtex/22edb4f776100d2e1c3db687b92e3cec4/neps.dc}, doi = {10.1371/journal.pone.0189335}, interhash = {a4438a64795fd7a823f133fef90be236}, intrahash = {2edb4f776100d2e1c3db687b92e3cec4}, journal = {PLoS ONE}, keywords = {use:doi:10.5157/NEPS:SC3:3.1.0}, month = feb, timestamp = {2018-03-09T10:33:22.000+0100}, title = {Perceived class climate and school-aged children's life satisfaction: The role of the learning environment in classrooms}, url = {http://journals.plos.org/plosone/article?id=10.1371/journal.pone.0189335}, volume = {13(2)}, year = 2018 }