PMID- 36524186
OWN - NLM
STAT- PubMed-not-MEDLINE
LR  - 20221222
IS  - 1664-1078 (Print)
IS  - 1664-1078 (Electronic)
IS  - 1664-1078 (Linking)
VI  - 13
DP  - 2022
TI  - Ecological predictors of academic satisfaction in senior secondary school 
      students in Hong Kong: The mediating role of academic confidence.
PG  - 1041873
LID - 10.3389/fpsyg.2022.1041873 [doi]
LID - 1041873
AB  - INTRODUCTION: Although the secondary school curriculum reform has taken place for 
      more than 1 decade in Hong Kong, very few studies have examined senior secondary 
      school students' academic satisfaction and its predictors at the individual and 
      school levels. The present study examined the influence of academic stress, 
      school support, positive youth development (PYD) attributes on academic 
      satisfaction via the mediation of academic confidence among senior secondary 
      school students using three-wave longitudinal data. METHODS: This study was 
      derived from a 6-year longitudinal project examining youth development among Hong 
      Kong adolescents. Only three waves of data collected from 2,023 students, 
      including 959 boys (47.4%) and 1,040 girls (51.4%), from grade 10 to 12 (i.e., 
      Waves 4-6), were used in the present study focusing on senior high school years. 
      Students responded to a questionnaire concerning different aspects of their 
      development, including their perceptions of school support, PYD attributes, 
      academic stress, academic confidence, and satisfaction with the NSS curriculum. 
      We conducted structural equation modeling (SEM) to test the hypothesized model. 
      RESULTS: Results showed that while Wave 4 academic stress negatively predicted 
      academic satisfaction at Wave 6, Wave 4 positive youth development attributes and 
      school support had positive associations with Wave 6 academic satisfaction; Wave 
      5 academic confidence also served as a mediator in these relationships, except 
      for the relationship between school support and academic satisfaction. 
      DISCUSSION: The theoretical, practical, and policy implications of the findings 
      are discussed. The present study generally supports previous findings on the 
      relationships between academic stress, school support, PYD attributes, academic 
      confidence, and academic satisfaction. The findings emphasize the prominence of 
      PYD attributes, school support, and confidence in enhancing students' academic 
      satisfaction.
CI  - Copyright (c) 2022 Dou, Shek and Wong.
FAU - Dou, Diya
AU  - Dou D
AD  - Department of Applied Social Sciences, The Hong Kong Polytechnic University, 
      Hunghom, Hong Kong SAR, China.
FAU - Shek, Daniel T L
AU  - Shek DTL
AD  - Department of Applied Social Sciences, The Hong Kong Polytechnic University, 
      Hunghom, Hong Kong SAR, China.
FAU - Wong, Tingyin
AU  - Wong T
AD  - Department of Applied Social Sciences, The Hong Kong Polytechnic University, 
      Hunghom, Hong Kong SAR, China.
LA  - eng
PT  - Journal Article
DEP - 20221129
PL  - Switzerland
TA  - Front Psychol
JT  - Frontiers in psychology
JID - 101550902
PMC - PMC9745149
OTO - NOTNLM
OT  - Hong Kong
OT  - NSS
OT  - academic confidence
OT  - academic satisfaction
OT  - academic stress
OT  - positive youth development
OT  - school support
OT  - senior secondary students
COIS- The authors declare that the research was conducted in the absence of any 
      commercial or financial relationships that could be construed as a potential 
      conflict of interest.
EDAT- 2022/12/17 06:00
MHDA- 2022/12/17 06:01
PMCR- 2022/11/29
CRDT- 2022/12/16 02:36
PHST- 2022/09/11 00:00 [received]
PHST- 2022/11/08 00:00 [accepted]
PHST- 2022/12/16 02:36 [entrez]
PHST- 2022/12/17 06:00 [pubmed]
PHST- 2022/12/17 06:01 [medline]
PHST- 2022/11/29 00:00 [pmc-release]
AID - 10.3389/fpsyg.2022.1041873 [doi]
PST - epublish
SO  - Front Psychol. 2022 Nov 29;13:1041873. doi: 10.3389/fpsyg.2022.1041873. 
      eCollection 2022.