Lábiscsák-Erdélyi Zsuzsa, Veres-Balajti Ilona, Somhegyi Annamária, Kósa Karolina
Department of Physiotherapy, Faculty of Public Health, University of Debrecen, 26 Kassai St., 4028 Debrecen, Hungary.
Schools for Health in Europe Network Foundation, National Center for Spinal Disorders, 1-3 Kiralyhago St., 1126 Budapest, Hungary.
Int J Environ Res Public Health. 2022 May 3;19(9):5565. doi: 10.3390/ijerph19095565.
Our aim was to investigate the impact of the school psychosocial environment, including students' general attitude towards the school, perception of support from teachers and classmates as well as individual psychosocial factors including self-esteem and loneliness on life satisfaction (LS). Four repeated cross-sectional online questionnaire surveys were carried out between 2011 and 2014, inviting all students in one Hungarian high school. Health status and behaviour were assessed by the Hungarian version of the HBSC questionnaire. Results from the surveys were pooled for analysis (N = 3310 students). Heteroskedastic regression estimating robust variance was used to identify potential determinants of LS. Family wealth perceived to be well-off, self-esteem, and being perceived as a good student were identified to be the most important significant positive contributing factors of LS. Perceived good relations with classmates and teachers and an overall positive attitude to school had smaller but still significant positive effects on LS. Self-esteem was a significant moderator for the effect of perceived difficulty of schoolwork, relation with classmates, and gender. This paper shows that self-esteem is not only an independent factor but also a modifier of some school-related variables on LS. The complex interplay among school-related and individual potential determinants of LS should be taken into account in future research by controlling for their interactions.
我们的目的是调查学校心理社会环境的影响，包括学生对学校的总体态度、对教师和同学支持的感知，以及包括自尊和孤独感在内的个体心理社会因素对生活满意度（LS）的影响。2011年至2014年间，我们对匈牙利一所高中的所有学生进行了四次重复的横断面在线问卷调查。健康状况和行为通过匈牙利版的HBSC问卷进行评估。调查结果汇总进行分析（N = 3310名学生）。使用估计稳健方差的异方差回归来确定生活满意度的潜在决定因素。被认为家境富裕、自尊以及被视为好学生被确定为生活满意度最重要的显著正向影响因素。与同学和教师的良好关系以及对学校的总体积极态度对生活满意度有较小但仍显著的正向影响。自尊是学业难度感知、与同学关系以及性别的影响的显著调节因素。本文表明，自尊不仅是一个独立因素，也是一些与学校相关变量对生活满意度影响的调节因素。在未来的研究中，应通过控制它们之间的相互作用，考虑与学校相关和个体生活满意度潜在决定因素之间的复杂相互作用。
