A Longitudinal Examination of Changes in Students’ Enjoyment of School and Influences of Teachers and Parents During the Primary-Secondary School Transition:

Trajectories and latent classes of school enjoyment in adolescence: Associations with peer victimization and mental health.

“…A study by Mizuno and Iida (2021) found that middle and high school students in Japan who perceived themselves as more popular and central to their peer groups than their peers tended to report higher levels of school enjoyment. Hou et al (2020) also found that students who reported lower or significantly lower levels of school enjoyment were more likely to anticipate absenteeism compared to their peers. In a recent longitudinal study conducted in China, Li et al (2023) examined the association between social and academic factors (i.e., peer liking—being liked by peers and academic performance) and school satisfaction or enjoyment from Grades 6 to 9.…”

“…Individual differences in whether students enjoy school may be amplified during the transition to middle school. This is partly due to adolescents’ pubertal changes, including a desire for greater independence, a need for higher level cognition, and an increased awareness of their own evaluations as the social context of the school environment becomes more complex (Eccles & Roeser, 2011; Hou et al, 2020).…”

“…School enjoyment is a term that describes how much a student likes going to school and enjoys his or her time with peers and teachers at school (Furuichi & Tamaki, 1994; Hou et al, 2020). Research shows that enjoyment of school leads to positive developmental outcomes, including healthy peer relationships and better mental health (Cadman et al, 2021; Li et al, 2023).…”

“…Research shows that enjoyment of school leads to positive developmental outcomes, including healthy peer relationships and better mental health (Cadman et al, 2021; Li et al, 2023). School enjoyment or liking is also helpful for student success, as it has been shown to be associated with academic achievement, engagement, and motivation to learn (Cadman et al, 2021; Hou et al, 2020; Riglin et al, 2013). In order to fully understand the factors and conditions that promote a healthy and happy life, studies on enjoyment of school focus primarily on the positive side of students rather than their problems, issues, and disorders.…”

“…Despite these academic pressures, peer adversity, and mental health issues, some students appear to enjoy or be better adjusted to their schools (Eccles & Roeser, 2011). It is conceivable that students who like going to school and truly enjoy their classes and academic life may be better off in terms of socialization than those who do not like or enjoy school in any country, and particularly in Japan (Hou et al, 2020). During adolescence, students typically have the opportunity to meet new friends and teachers and to study subjects that match their interests and curiosity.…”