Adolescents’ self-report of school satisfaction: The interaction between disability and gender.

Arciuli, Joanne; Emerson, Eric; Llewellyn, Gwynnyth

doi:10.1037/spq0000275

Cited by 18 publications

(24 citation statements)

References 42 publications

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“…Our hypothesis that adolescent girls with disabilities would self-report the lowest school satisfaction was supported. Similar to the findings of Arciuli et al (2019) who examined Year 8 students (13-14 years of age) within a large nationally representative Australian dataset, we found an interaction between disability and gender such that adolescent girls with disabilities aged 14 years who live in the United Kingdom reported significantly lower levels of school satisfaction than predicted by the additive effects of female gender and disability. In line with Vaz et al (2015) who examined school belonging in 12-year-olds in a separate, smaller Australian study, we found that 11-year-old girls with disabilities who live in the United Kingdom had relatively high school satisfaction.…”

Section: Discussionsupporting

confidence: 80%

“…While that study did not explore the possible intersection of disability and gender, discussion relating to changing gender effects over time included both gender differences in extracurricular offerings and gender differences in sensitivity to the quality of studentteacher relations in the later years of high school. In fact, Arciuli et al (2019) found that the association between disability and lower self-reported school satisfaction was mediated by students' perceived levels of teacher support which, in turn, was moderated by student gender. Specifically, more concerns regarding perceived lack of teacher support were reported by girls with disabilities.…”

Section: Discussionmentioning

confidence: 96%

“…Each item was rated on a 4-point Likert scale. For the subset of participants reported by Arciuli et al (2019), these items showed high internal consistency of .91. Watson and Keith (2002) utilized the Quality of Student Life Questionnaire (QSLQ: Keith & Schalock, 1995).…”

mentioning

confidence: 98%

“…Recently, Arciuli, Emerson, and Llewellyn (2019) undertook secondary analysis of data from the 2014 Australian Child Wellbeing Project (ACWP: www.australianchildwe llbeing.com.au), a large cross-sectional national survey of child and adolescent subjective well-being (Lietz et al, 2015;Redmond et al, 2016). They analysed data from 3,830 Australian adolescents in Year 8 (second year of high school; while ACWP does not specify participant ages, students in Year 8 are typically around 13-14 years of age).…”

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confidence: 99%

“…One way to examine similarities/differences is by looking at the items used to measure these constructs in previous studies that have focused on disability and mental health. Arciuli et al (2019) analysed the ACWP dataset. Questions pertaining to school satisfaction came from six items in the Longitudinal Study of Australian Children; 'My school is a place where….'…”

mentioning

confidence: 99%

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Type of disability, gender, and age affect school satisfaction: Findings from the UK Millennium Cohort Study

Arciuli

Emerson

2020

Brit J of Edu Psychol

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Background. Self-reported school satisfaction is an important indicator of child and adolescent well-being. Few studies have examined how disability, gender, and age affect school satisfaction. Aim. We sought to determine whether the interaction between disability and gender with regard to self-reported school satisfaction might be specific to particular types of disability and particular ages. Methods. We undertook secondary analysis of Waves 5 and 6 of the UK's Millennium Cohort Study (MCS), a nationally representative sample of children born 2000-2002. MCS is the fourth in the series of British birth cohort studies. Result. At 11 years of age (n = 12,207), school satisfaction was significantly higher for girls and those without disabilities. By contrast, at 14 (n = 10,933), school satisfaction was significantly higher for boys and those without disabilities. Subsequent analyses of gender moderation of the association between disability and school satisfaction revealed a significant interaction between gender and disabilities associated with mental health and with dexterity, respectively, at 14 years but not at age 11. Conclusion. These findings will inform future research endeavours, policy, and practice in psychology, education, and other areas associated with child development and disability. One important indicator of child and adolescent well-being is school satisfaction. A seminal national study conducted in the United States stated 'Of the constellation of forces that influence adolescent health-risk behaviour, the most fundamental are the social contexts in which adolescents are embedded; the family and school contexts are among the most critical' (Resnick et al., 1997, p. 823). This has been reiterated numerous times in the literature including a recent report from the World Health Organization study of Health Behaviour in School-aged Children (HBSC) which states that liking school serves as a 'protective factor against health-compromising behaviors' whereas not liking school 'is associated with health-risk behaviors, low self-rated health and increased somatic and This is an open access article under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non-commercial and no modifications or adaptations are made.

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Section: Discussionsupporting

confidence: 80%

Section: Discussionmentioning

confidence: 96%

mentioning

confidence: 98%

mentioning

confidence: 99%

mentioning

confidence: 99%

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Type of disability, gender, and age affect school satisfaction: Findings from the UK Millennium Cohort Study

Arciuli

Emerson

2020

Brit J of Edu Psychol

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Parental Report of Signs of Anxiety and Depression in Children and Adolescents with and Without Disability in Middle- and Low-Income Countries: Meta-analysis of 44 Nationally Representative Cross-Sectional Surveys

Emerson,

Llewellyn

2023

Child Psychiatry Hum Dev

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Population-based studies undertaken in high-income countries have indicated that children and adolescents with disabilities are more likely than their non-disabled peers to experience emotional difficulties such as anxiety and depression. Very little is known about the association between disability and emotional difficulties among children growing up in low and middle-income countries (LMICs). We aimed to estimate the strength of association between disability and two forms of emotional difficulties (anxiety, depression) in a range of LMICs and to determine whether the strength of this relationship was moderated by child age and gender. Secondary analysis of data collected in Round 6 of UNICEF’s Multiple Indicator Cluster Surveys undertaken in 44 LMICs (combined n = 349,421). Data were aggregated across countries by both mixed effects multi-level modelling and restricted maximum likelihood meta-analysis. Young people with disabilities, when compared with their non-disabled peers, were approximately two and a half times more likely to be reported by parents to show daily signs of either anxiety or depression. The level of risk among young people with disabilities was highest in upper middle-income countries and lowest in low-income countries. We estimated that approximately 20% of young people with frequent anxiety or depression also had a disability. All approaches to mental health interventions (from primary prevention to clinical interventions) need to make reasonable accommodations to their services to ensure that the young people with emotional difficulties who also have a disability are not ‘left behind’.

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Emotional difficulties and self-harm among British adolescents with and without disabilities: Cross sectional study

Emerson

King

Llewellyn

et al. 2019

Disability and Health Journal

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Adolescents’ self-report of school satisfaction: The interaction between disability and gender.

Cited by 18 publications

References 42 publications

Type of disability, gender, and age affect school satisfaction: Findings from the UK Millennium Cohort Study

Type of disability, gender, and age affect school satisfaction: Findings from the UK Millennium Cohort Study

Parental Report of Signs of Anxiety and Depression in Children and Adolescents with and Without Disability in Middle- and Low-Income Countries: Meta-analysis of 44 Nationally Representative Cross-Sectional Surveys

Emotional difficulties and self-harm among British adolescents with and without disabilities: Cross sectional study

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