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Can Students be Too Happy in School? The Optimal Level of School Satisfaction

Abstract  

Research to date has assumed linearity in the relationships been school satisfaction (SS), with more positive presumed outcomes
associated with increasing levels of school satisfaction (cf. Huebner & Gilman, 2006). Given recent concerns over possible negative consequences associated with the very highest levels of general subjective
well-being (Oishi, Diener, & Lucas, 2007), this study investigated the relationships of very high levels of SS, in particular, to measures of academic achievement
and interpersonal relationships among middle school students. Analyses based on those of Oishi et al. demonstrated that for
both academic achievement and interpersonal relationship measures, the non-linear effect was not significant for this sample
of US middle school students. Limitations of the study as well as implications for future research are discussed.

  • Content Type Journal Article
  • Pages 1-14
  • DOI 10.1007/s11482-012-9167-9
  • Authors
    • Audrey M. Whitley, Department of Psychology, University of South Carolina, Columbia, SC 29208, USA
    • E. Scott Huebner, Department of Psychology, University of South Carolina, Columbia, SC 29208, USA
    • Kimberly J. Hills, Department of Psychology, University of South Carolina, Columbia, SC 29208, USA
    • Robert F. Valois, Department of Psychology, University of South Carolina, Columbia, SC 29208, USA
    • Journal Applied Research in Quality of Life
    • Online ISSN 1871-2576
    • Print ISSN 1871-2584
Posted in: Journal Article Abstracts on 03/09/2012 | Link to this post on IFP |
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