ArticleThe British journal of educational psychology2020
Type of disability, gender, and age affect school satisfaction: Findings from the UK Millennium Cohort Study.
Article in The British journal of educational psychology, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers, 1 of them a synthesis that pooled it.
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Who cites it
3 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Parental Report of Signs of Anxiety and Depression in Children and Adolescents with and Without Disability in Middle- and Low-Income Countries: Meta-analysis of 44 Nationally Representative Cross-Sectional Surveys.Child psychiatry and human development · 2025Pooled it
- The roles of age, gender, and migration in shaping adolescent student satisfaction within Chilean schools.Scientific reports · 2024Article
- Poor School-Related Well-Being among Adolescents with Disabilities or ADHD.International journal of environmental research and public health · 2021Article
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Authors and funding
2 authors.
Funding
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Abstract
backgroundSelf-reported school satisfaction is an important indicator of child and adolescent well-being. Few studies have examined how disability, gender, and age affect school satisfaction.
aimWe sought to determine whether the interaction between disability and gender with regard to self-reported school satisfaction might be specific to particular types of disability and particular ages.
methodsWe undertook secondary analysis of Waves 5 and 6 of the UK's Millennium Cohort Study (MCS), a nationally representative sample of children born 2000-2002. MCS is the fourth in the series of British birth cohort studies.
resultAt 11 years of age (n = 12,207), school satisfaction was significantly higher for girls and those without disabilities. By contrast, at 14 (n = 10,933), school satisfaction was significantly higher for boys and those without disabilities. Subsequent analyses of gender moderation of the association between disability and school satisfaction revealed a significant interaction between gender and disabilities associated with mental health and with dexterity, respectively, at 14 years but not at age 11.
conclusionThese findings will inform future research endeavours, policy, and practice in psychology, education, and other areas associated with child development and disability.
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