School climate and school engagement as predictors of life satisfaction among middle school students

The main purpose of this study is to examine whether life satisfaction differed according to school climate perceptions and the dimensions of school engagement. In line with this main purpose sub-objectives of the study was to determine whether life satisfaction differs according to gender, class level and academik achievement (last term grade) at school. The study was carried out with 730 students (371 male, 359 female) studying at middle schools in seven districts of Ankara. The data for the study were collected with Personal Information Form, The Multidimensional Students' Life Satisfaction Scale, School Climate Survey and School Engagement Scale. Multiple linear regression analysis was used to determine whether perceived school climate and the dimensions of school engagement predicted middle school students' life satisfaction. The independent sample t-test was used to determine whether the life satisfaction scores of the students changed according to their gender, one of the demographic variables. ANOVA was used to determine whether life satisfaction scores changed according to other demographic variables (class level and academik achievement). According to the results of current study, it was concluded that cognitive engagement, emotional engagement and behavioral engagement which are the sub-dimensions of school engagement and perceived school climate were significant predictors of middle school students' life satisfaction. It was determined that life satisfaction levels differed significantly according to gender, class level and academik achievement.