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    Examining the Relationship Between Students' Life Satisfaction and School-Based Social and Behavioral Success

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    Genre
    Thesis/Dissertation
    Date
    2012
    Author
    Greenwell, Rebecca
    Advisor
    Rotheram-Fuller, Erin
    Committee member
    Fiorello, Catherine A.
    DuCette, Joseph P.
    Farley, Frank
    Thurman, S. Kenneth
    Department
    School Psychology
    Subject
    Educational Psychology
    Psychology
    School Counseling
    Behavioral Success
    Life Satisfaction
    Positive Psychology
    School Psychology
    Social-emotional Screening
    Social Success
    Permanent link to this record
    http://hdl.handle.net/20.500.12613/1342
    
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    DOI
    http://dx.doi.org/10.34944/dspace/1324
    Abstract
    Life satisfaction is key indicator of psychological well-being, a central component of positive psychology, and an important correlate of positive development. Concurrent and predictive validity of global and domain-specific life satisfaction reports were explored with respect to social success within the classroom, peer rejection, and externalizing behavior problems. The Brief Multidimensional Students' Life Satisfaction Scale (BMSLSS), which yields an overall subjective life satisfaction score in addition to five domain-specific satisfaction scores (family, friends, self, school, living environment), was administered to a sample of 198 3rd through 8th grade students in an urban public school in a northeastern U.S. city during the fall of 2008 (Time 1) and spring 2009 (Time 2). A friendship survey was also administered at both time points; peer nominations from these surveys were used to calculate individual peer acceptance and peer rejection scores, as well as to identify classroom social networks and students' salience within them. Data were also collected on individual disciplinary incidents throughout the year resulting in a total number of office discipline referrals (ODRs) for each student. Given the abundance of literature suggesting that low levels of self-reported life satisfaction are linked to poor social and behavioral outcomes, it was expected that subjective satisfaction ratings would demonstrate an inverse relationship with peer rejection and disciplinary referrals, and a positive relationship with social success, as measured by peer acceptance and social network centrality. At Time 1, in contrast with the hypothesis, none of the domain-specific or global life satisfaction variables were found to demonstrate any significant relationships with peer rejection or acceptance. However, as expected, Time 1 social network centrality demonstrated a small but significant correlation with satisfaction with self and a moderate correlation with satisfaction with friends. This relationship remained significant with respect to satisfaction with friends and Time 2 social network centrality, but decreased in magnitude. Regression analyses revealed that Time 1 life satisfaction variables were not able to predict a significant portion of the variance in any of the established outcome variables. This research was limited by its use of a single school with a homogenous student population; nevertheless, it provides an exploratory look into the potential of subjective life satisfaction profiles to serve as a screening tool for identifying students that may benefit from targeted social or behavioral interventions. Future research should examine this potential with larger and more diverse samples of students.
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