Association between School Contexts and the Development of Subjective Well-Being during Adolescence: A Context-Sensitive Longitudinal Study of Life Satisfaction and School Satisfaction.

Abstract

The transition to secondary school may negatively impact adolescents' psychosocial and subjective well-being development. However, how subjective well-being develops during secondary school and how school contextual factors, including aspects of ability grouping and achievement composition, are associated with the development of subjective well-being still require clarification. This study examined two measures of subjective well-being, life satisfaction and school satisfaction, to investigate the development of subjective well-being during secondary school. Moreover, school context variations in the form of school tracks and school-level achievement were analyzed to examine the extent to which ability grouping and achievement composition were associated with the development of subjective well-being. A large-scale longitudinal German dataset with four measurement points from grades 6 to 10 was analyzed (Time 1: N = 1,841; M_age = 12.20, SD = 0.81; 48.4% female; 45.3% immigrant students). The latent growth model revealed that life satisfaction and school satisfaction decreased statistically significantly during secondary school, yet school satisfaction showed a temporary increase between the end of primary school and right after the transition to secondary school. School tracks did not statistically significantly predict the magnitude of the decline in life satisfaction or school satisfaction. Only school-level achievement composition significantly negatively predicted the decline in life satisfaction, suggesting that students in schools with higher levels of achievement composition had a greater decrease in life satisfaction than their counterparts in schools with lower levels of achievement composition. Taken together, these findings contribute to the knowledge of how life and school satisfaction develop during secondary school and the long-term associations between subjective well-being and school context factors.