Rathmann Katharina, Herke Max G, Hurrelmann Klaus, Richter Matthias
Institute of Medical Sociology, Medical Faculty, Martin Luther University Halle-Wittenberg, Halle (Saale), Sachsen-Anhalt, Germany.
Department for Sociology of Rehabilitation, Faculty of Rehabilitation Sciences, Technical University Dortmund, Dortmund, Germany.
PLoS One. 2018 Feb 8;13(2):e0189335. doi: 10.1371/journal.pone.0189335. eCollection 2018.
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.
本研究的目的是考察班级层面的课堂氛围对学龄儿童生活满意度的影响。数据来源于德国国家教育面板研究（NEPS），研究对象为六年级学龄儿童（n = 4,764，483个班级）。课堂氛围包括教师关怀与监督、要求、互动、自主性等指标，以及学龄儿童在班级和个体层面上对学业的态度。结果表明，个体所感知的教师关怀与监督以及自主性方面的课堂氛围与生活满意度呈正相关，而与学校相关的要求则与较低的生活满意度相关。除了班级层面的教师关怀与监督外，课堂氛围指标与学龄儿童的生活满意度无关，而个体所感知的课堂氛围对生活满意度更为重要。
