Wu Xiaojing, Gai Xiaosong, Kou Hongyang, Xu Lili, Liu Fangqing, Wang Hong
School of Psychology, Northeast Normal University, Changchun, Jilin Province, People's Republic of China.
Research Center of Mental Health Education in Northeast Normal University, Key Research Institute of Humanities and Social Science in Universities in Jilin Province, Changchun, Jilin Province, People's Republic of China.
Psychol Res Behav Manag. 2024 Jun 7;17:2321-2330. doi: 10.2147/PRBM.S443276. eCollection 2024.
Life satisfaction can predict students' school engagement and academic performance, and has shown significant regional differences among adolescents. The predictive effect of economic factors as regional characteristics on adolescent life satisfaction has been extensively examined; however, the regional educational factors that could predict adolescent life satisfaction remain unknown. This study aimed to identify provincial-level educational factors that can predict adolescent life satisfaction.
The participants comprised 16,737 students, aged 11-16 years ( = 13.82; = 0.77; 8767 girls, 7970 boys), from 31 provinces in China. Students completed measures on socioeconomic status and life satisfaction. Multilevel modeling was adopted in data analysis.
Adolescent life satisfaction was positively correlated with family socioeconomic status, and negatively associated with age and academic ranking. Life satisfaction was lower for girls than boys. Some regional education development indicators could predict adolescent life satisfaction: ratio of students to teachers, ratio of students to teachers with master's degrees, and multimedia classroom size negatively correlated with adolescent life satisfaction; meanwhile per capita sports field area positively correlated with adolescent life satisfaction. Per capita education expenditure, classroom area, laboratory area, computer room area, language lab area, gymnasium area, green space area, sports field area, computers per student, number of books, and value of equipment and instruments could not significantly predict life satisfaction in this study.
The findings suggest that the life satisfaction of female adolescents, those in older age groups, with lower academic rankings and socioeconomic status, and those residing in regions with underdeveloped educational systems was relatively poor. These groups of adolescents should therefore be given special attention. To enhance their life satisfaction, some certain provinces should consider implementing measures such as increasing the number of teachers, reducing class sizes, and providing more opportunities for physical activity among junior middle school students.
生活满意度能够预测学生的学校参与度和学业成绩，并且在青少年中已显示出显著的地区差异。作为地区特征的经济因素对青少年生活满意度的预测作用已得到广泛研究；然而，能够预测青少年生活满意度的地区教育因素仍不明确。本研究旨在确定能够预测青少年生活满意度的省级教育因素。
研究对象包括来自中国31个省份的16737名11至16岁的学生（平均年龄 = 13.82岁；标准差 = 0.77岁；女生8767名，男生7970名）。学生们完成了社会经济地位和生活满意度的测量。数据分析采用多水平模型。
青少年生活满意度与家庭社会经济地位呈正相关，与年龄和学业排名呈负相关。女生的生活满意度低于男生。一些地区教育发展指标能够预测青少年生活满意度：师生比、硕士学历教师与学生比以及多媒体教室规模与青少年生活满意度呈负相关；与此同时，人均体育场地面积与青少年生活满意度呈正相关。在本研究中，人均教育经费、教室面积、实验室面积机房面积、语音室面积、体育馆面积、绿地面积、体育场地面积、学生人均计算机数、图书数量以及仪器设备价值均不能显著预测生活满意度。
研究结果表明，女性青少年、年龄较大、学业排名较低、社会经济地位较低以及居住在教育系统欠发达地区的青少年生活满意度相对较低。因此，应对这些青少年群体给予特别关注。为提高他们的生活满意度，某些省份应考虑采取措施，如增加教师数量、缩小班级规模以及为初中生提供更多体育活动机会。
