The social-cognitive predictors of school satisfaction among high school students: Evidence from a causal model


1 (PhD), Urmia University

2 MA at Educational Psychology from Urmia University


Recently, school satisfaction which is an affective factor on student academic performance and health has been noticed by psychologists. Accordingly, many studies have been grounded in Bandura’s social cognitive theory. The purpose of this study was to provide the structural model of school satisfaction. This investigation was in the form of a correlation (causal modeling) study and the sampling method was "multi-stage cluster sampling". Also, Kerjcie and Morgan chart was used to determine sample size. Participants in this survey were 380 students from 10 high schools in Urmia (199 (53%) males and 181 (47%) females). To evaluate the variables, participants completed the tests of positive and negative affect scales, perceptions of school climate, self-efficacy questionnaire, outcome expectations, achievement goals, and multidimensional students’ life satisfaction scale. Data was analyzed using structural equation modeling. The results indicated that it is a valid and reliable structural model of school satisfaction in this community. Direct causal pathways of school climate and achievement goals on the school satisfaction were positive and significant and the outcome expectations pathway on the school satisfaction was negative and significant. Path coefficient analysis displayed that achievement goals has highest significant impact on school satisfaction. Accordingly, it can be concluded that the pattern of school satisfaction explicate the social cognitive determinants of school satisfaction, and we can use it to promote school satisfaction and/or enhance the health and well-being of pupils at school.