High-School Satisfaction Scale (H-Sat Scale): Evaluation of Contextual Satisfaction in Relation to High-School Students’ Life Satisfaction

Abstract

Recent literature on positive psychology underlines the crucial role of schools to create a psychologically healthy environment and to set programs and strategies fostering adolescents’ well-being. The aim of the present study is to validate a scale that measures scholastic satisfaction since a scientific evaluation and interventions on school satisfaction can help professionals to support adolescents’ positive development and school adjustment. We adapted the College Satisfaction Scale (CSS) and confirmed the previous five-dimensional structure also in a high school students’ sample (n = 792). The High-school Satisfaction Scale (H-Sat Scale) evaluates five dimensions of school satisfaction: appropriateness of choice (CH), quality of school services (SE), relationships with classmates (RE), effectiveness of study habits (ST) and usefulness for a future career (CA). The questionnaire consists of 20 items; it showed good psychometric features and, consistent with previous literature, confirmed its validity in relation to life satisfaction and quality of life of high school students. Compared with previous scales, the H-Sat evaluates two innovative areas of school satisfaction since it gives a measure of satisfaction in career path (appropriateness of choice and usefulness for future career) could help school counsellors to set interventions in this field.

The Role of Career Adaptability, the Tendency to Consider Systemic Challenges to Attain a Sustainable Development, and Hope to Improve Investments in Higher Education

“…Different studies showed how personal state hope is related to vocational identity, career decidedness, mastery goal orientation, and satisfaction for educational plans (Gilman et al, 2006;Kenny et al, 2010;Lodi et al, 2017). Moreover, as concerns the relation between hope and the investment in higher education, previous researches on students' hope have found that it functions as a motivational trigger to achieve a positive outcome in the academic field; specifically, it is related to college achievement, academic engagement, academic success, adaptation to academic life, and academic self-efficacy (Gilman et al, 2006;Kenny et al, 2010;Bakker and Demerouti, 2014;Gallagher et al, 2017).…”

Courage, Career Adaptability, and Readiness as Resources to Improve Well-Being during the University-to-Work Transition in Italy

“…As for the second reason, over the past 10 years, the literature on career development has highlighted how satisfaction with school and university choices (derived from opportunities to use one’s skills, develop one’s interests, and implement one’s self-concept) is linked in young people to the use of positive resources and planning skills in career projects and other non-intellective competencies [ 29 , 30 , 31 , 32 , 33 , 34 , 35 ]. The level of satisfaction in the university phase can provide information on future positive dimensions related to work.…”

University Student Satisfaction and Skill Acquisition: Evidence from the Undergraduate Dissertation

“…This research indicates the significance of cognitive and behavioral variables, such as self-efficacy beliefs or outcome expectations of students' academic performance. The work by [14,15] also analyses the role of non-intellective competences in university students' satisfaction, rather than just their academic performance. We consider that student satisfaction can be considered in a similar manner, and can be defined in different ways: (1) as an attitude resulting from an evaluation of the educational experience of the students, or (2) as a subjective evaluation of various results and experiences related to education and student life [16].…”