Examining what school factors affect students' overall life satisfaction in China

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CHAPTER ONE: INTRODUCTION
1.1 Background Information
After decades of development, China has established the world’s largest education

system in terms of the number of students enrolled, and it has begun to move into the

universalization stage. Having achieved the goal of giving more people access to higher

education, the Chinese people expect high-quality education (Daniel & Sam, 2011). To

achieve connotative development and comprehensively improve the quality of education, it is

necessary to adhere to the basic purpose of “student-centered and student-serving” education

(). As a result, the Chinese government has proposed a plan to “operate a quality education

system that is satisfactory to the people that aims to give children a sense of reward regarding

education development and reform (). However, its success to promoting successful and

satisfaction to learners’ education has been encountered various challenges. This may be

caused by a number of factors in place during the process of smooth transition to quality and

satisfaction education to its children.

Various factors have been studied to be the most influencers to students’ overall

satisfaction. These include the school's culture, the connections between teachers and

students, academic support, and extracurricular activities. As () contented, the educational

atmosphere and student experiences can be strongly impacted by cultural heritage and

societal norms. The intersection of cultural elements with educational practices and their
effects on students' overall life satisfaction can be better understood by looking at school-

related factors within this cultural framework (Yang et al., 2022). Further, () stated based on

the Chinese context that China has a unique educational system that is influenced by its own

cultural values and has its own set of regulations and curricula.

() also found that education policies and interventions can be improved by having a

better understanding of the school characteristics that affect students' overall life satisfaction.

() indicated that schools are crucial environments for children' social, emotional, and

cognitive development. Therefore, students' happiness and satisfaction with life can be

significantly impacted by aspects of the school environment, including instructional

effectiveness, peer interactions, and resource availability.

() found that there are a number of benefits comes with students’ overall satisfaction

on the education setting. This is because students’ satisfaction has become an important index

for evaluating the quality of education and the competitiveness of schools. However, how

effectively to determine students’ satisfaction level is an urgent problem in Chinese education

at this stage. For instance, Wong & Siu (2017) stated that the great reform in the Chinese

education system has made it more competitive and enhanced academic excellence. The

government has implemented policies and regulations to enhance students’ life satisfaction,

allowing students to achieve high scores on standardized tests (Inoue & Yokoyama, 2012). In

addition, the Chinese government has also invested great resources to improve the quality of

education and promote innovation and creativity in schools (Yang et al. 2022).

In the Chinese context, a number of factors have been found to be behind the

influence of students’ overall satisfaction of live in their learning environment. This has been

identified in various studies conducted ranging from both theoretical and empirical

perspectives. For instance, Hamre & Pianta (2005) stated that in order for the Chinese

government to embrace students’ life satisfaction, the privatization of primary education,

secondary education, and higher education schools should be the main focus. This was also

echoed by (), who argued that privatization of schools enhances small sizes learning approach

which can positively impact students' well-being and life satisfaction. () found from their

qualitative analysis that the ratio of teachers to students and class size can also influence

students’ overall life satisfaction. These findings have been tried to give a reflection to the

present study in establishing the school factors affecting students’ overall satisfaction from

the Chinese context. They have also indicated that student satisfaction is an important index

for evaluating the quality of education and the competitiveness of different types of schools

in China. However, majority of these studies have not examined the specific school factors

affecting the Chinese students from getting their overall satisfaction, and some studies have

used the qualitative data in fulfilling their objectives.

In addition, previous scholars did not develop students’ satisfaction scale that is

acceptable to all. In the past two decades, several Chinese scholars conducted research on the

influencing factors of Chinese college students’ satisfaction levels either by adopting or

adapting foreign model scales (). Although these scales comprise various influencing factors

and have expressed the level of students’ satisfaction from different perspectives, they

yielded different results. Second, previous studies on influencing factors of students’

satisfaction adopted college students level settings. Thus, it is necessary to use the same

context in China since there are a n8mber of research conducted rich in the information to

support the present findings. Secondly, the study in China was approved with the readily

availability of data to support the present empirical findings. Therefore, accessibility to data

can be another factor wich supported the summarization of the empirical generalization from

which the composition structure of the school influencing factors of students’ satisfaction can

be understood. Therefore, the current study considered the quantitative data from PISA 2018
questionnaires (OECD, n.d.) to explore school factors affect students' overall life satisfaction

in China.

By studying school factors, this research can give insightful evidence to policymakers

and educators to develop focused methods to enhance students' life satisfaction and to give

them educational experiences and general well-being by pinpointing the precise components

that lead to favorable outcomes. In addition, knowing school factors affecting students’

overall satisfaction can be considered for future quality education in China.

1.2 Research Questions

 What is the relationship between school type and students’ overall life satisfaction?

 'How do school factors influence overall life satisfaction among school pupils in

China?
 CHAPTER TWO: LITERATURE REVIEW

This chapter examined a number of school factors affecting students’ overall satisfaction over

the years. Past and recent evidence was analyzed from the literature to support the present

findings. The relationship between the factors was explored in this chapter to give a proper

reflection to the current research. Among the factors promoted by Sun et al. (2017) on school,

type, student-teacher ratio Bar-Tal & Amsel (2015), disciplinary climate Antaramian et al.

(2008), Competitive Climate Hagenauer et al. (2018), school assessment methods Suldo et al.

(2013), school’s Policy Danielsen et al. (2009), and personal factors Wong & Siu (2017)

were all examined in this section.

2.1 Relationship between School type and Students’ overall life satisfaction

There are public and private schools in China, and previous studies have found that

the type of school students attend can significantly impact their well-being. Sun et al. (2017),

found that students in a private school in China have higher levels of life satisfaction than

public school students. Private schools are characterized by smaller class sizes, more

personalized attention from teachers, and a more supportive learning environment which can

significantly affect their well-being.

The number of students in the classroom determines the class size, which can

influence student outcomes. According to Guess & McCane-Bowling (2016), the smaller

class, the higher levels of student engagement and academic achievement, which in turn are

positively related to overall life satisfaction. Small classes with few numbers of students tend

to have a more personalized learning environment, with increased interaction and individual

attention from teachers. Wong& Siu (2017), also found that schools with smaller classes

presented students with higher levels of life satisfaction than students in schools with large

classes. Smaller classes promote students’ engagement and participation and can promote a

more supportive learning environment.

 On the other hand, Bar-Tal & Amsel (2015), while schools with smaller class sizes

presented students with higher levels of academic achievement; however, students did not

show significant differences in life satisfaction compared to students from schools with larger

classes. Suldo et al. (2013), also found a significant relationship between the outcome of

students and their class size. However, students’ outcomes also rely on other factors, such as

teacher quality and classroom environment. Therefore, students can benefit from smaller

class sizes, but the size may not improve their outcomes in all settings.

Cetin & Basim (2018), found that students in private schools in Turkey have higher

levels of life satisfaction than students in public schools. The study identified that private

schools are associated with a higher quality of education, the availability of extracurricular

activities, and an overall better learning environment in private schools which can

significantly impact the well-being of students.

On the other hand, Kim & Kim (2013), found contracting results indicating that

students in private schools in Korea achieved higher levels of academic achievement;

however, there is no significant difference in life satisfaction compared to those who attended

public schools. In addition, Yang et al. (2022), also found that students in modern secondary

schools in Germany have higher levels of life satisfaction than students in traditional

secondary schools and stated it was due to the comprehensive schools’ focus on individual

needs and strengths, as well as their promotion of social integration and diversity.

According to Inoue & Yokoyama (2012), students’ overall well-being significantly

relies on extracurricular activities as they provide opportunities for socialization and personal

growth outside of the classroom. Additionally, the school environment, such as the physical

infrastructure and resources available, can also impact students’ overall life satisfaction

because well-equipped schools can provide a safe and welcoming environment, thus resulting

in positive attitudes and behaviours among students.

2.2 Relationship between student-teacher ratio and students’ overall life satisfaction

The student-teacher ratio shows the number of students and teachers in a particular

school or classroom. The fewer the teachers, the higher the ratio, and the more the teachers,

the lower the ratio because students are always more than the students. These ratios can

significantly affect the students' outcomes and general well-being. Bar-Tal & Amsel (2015),

found that students in schools with small ratios in Israel have higher levels of life satisfaction

than their counterparts. Small ratios are associated with the increased attention and support

that students receive from teachers in smaller classes which can influence students’ well-

being and outcome.

On the other hand, Inoue & Yokoyama (2012), found that students from Japanese

schools with smaller teacher-to-student ratios have higher levels of academic achievement.

However, the ratio appears to influence their life satisfaction compared to those in classes

with larger ratios. Secondly, Hamre & Pianta (2005), also found that the teacher-student

relationship quality can influence the relationship between the student-teacher ratio and

students’ life satisfaction. When teachers can establish positive relationships with students,

the student-teacher ratio may be less important in determining students’ well-being.

Teachers can adapt their instruction to fit the various requirements of students with a

lower student-teacher ratio. They can differentiate their teaching methods, use a variety of

instructional approaches and offer enrichment opportunities or extra support as needed.

Moreover, students can adapt various learning preferences, better understand difficult ideas,

and achieve their academic potential with the support of this individualized training

(Hagenauer et al. 2018). A low student-teacher ratio can facilitate favorable learning

environment that encourages participation and intellectual achievement in the classroom.

Students find it easy to express their thoughts, working with others, and asking for help.
Additionally, fostering a sense of community and belonging in the classroom can have a

significant effect on students' motivation, self-confidence, and overall academic success.

Student-teacher interactions are essential for the social and emotional growth of

students. A smaller student-teacher ratio may give students more chances to develop deep

connections with their teachers, get individualized help, and feel more a part of the school

community. According to Lewis et al. (2011), teachers are better able to manage behavioral

issues, give timely feedback, and foster a climate that is favorable to learning when they have

more time to focus on specific children. Therefore, it is reasonable to assume that positive

classroom experiences, such as individualized attention and support, can contribute to

students' overall well-being and satisfaction with their educational experience, even though

there are few studies that directly examine the relationship between the student-teacher ratio

and overall life satisfaction.

2.3 Relationship between disciplinary climate and Students’ overall life satisfaction

Schools are focused on improving their disciplinary environment by improving

students’ discipline, safety, and order. A disciplinary environment can have a significant

impact on student well-being and outcome. Schools with effective discipline can create and

promote a positive environment, which will result in increased life satisfaction and student

outcomes. (Kokkinos, 2012), found that students from schools with an effective disciplinary

environment have higher levels of life satisfaction. A positive disciplinary climate may create

a more supportive and safe learning environment, increasing student engagement and positive

outcomes. Antaramian et al. (2008), also found that students from schools with positive

disciplinary climates have higher levels of life satisfaction and greater academic achievement.

A positive disciplinary climate can improve student motivation, engagement, and academic

success, thus, influencing their life satisfaction and outcome.

 On the other hand, Wong& Siu (2017), found that schools in Finland with a positive

disciplinary environment presented students with greater outcomes, including higher levels of

academic achievement and well-being; the relationship between disciplinary climate and life

satisfaction was not significant. Suldo et al. (2009), also found that students from schools

with a positive disciplinary environment showed higher levels of life satisfaction; however,

the relationship was not significant after controlling for other factors, such as student-teacher

relationships and academic achievement.

2.4 Relationship between Competitive Climate and Students’ overall life satisfaction

According to Yang et al. (2022), academic pressure can also promote stress among

students, with high expectations from parents and teachers leading to a highly competitive

learning environment. High levels of competition among students can lead to pressure and

tension among them. When schools excessively focus on academic performance, students

may feel anxious, dread failure, and a constant pressure to perform better than their peers

(Yang et al. 2022). Furthermore, students may feel overburdened or burn out as a result of

this strain, which can have a severe influence on their general wellbeing and life satisfaction.

While some students may find competition to be a motivator, placing too much focus

on it might impair students' innate drive and genuine enthusiasm in learning. The focus on

competing against fellow students can reduce their inherent incentive to explore topics,

creativity, and cultivate a love of learning (Hagenauer et al. 2018). This may have a

detrimental effect on how satisfied they are overall with their school experience.

Furthermore, students' mental and emotional health may suffer in a setting that is extremely

competitive. Competition pressure may cause increased rates of depression, anxiety, stress

and other mental health problems (OWOYEMI, 2020). These elements can have a major
negative effect on students' overall life satisfaction and make it more difficult for them to lead

balanced, satisfying lives.

Based on individual variations, cultural contexts, and other factors, there can be a

wide range of relationships between a competitive climate and students' overall life

happiness. Additionally, other studies contend that environments that are loving and

supportive, along with moderate degrees of competitiveness, may promote favorable results

like improved motivation. More research is required to fully comprehend the complex

consequences of competitive environments on students' overall happiness.

2.5 Relationship between school assessment methods and Students’ overall life
satisfaction
One of the key concerns of educators in China is the assessment methods used in

schools, including tests, examinations and grading criteria. As a result, educators, through

relevant authorities and the government, have established universal examination tests for

promoting students to the next level of learning (Suldo et al. 2013).  Therefore, schools'

assessment methods and approaches can impact students’ overall life satisfaction. Schools

with standardized testing and a history of high scores can create a stressful and competitive

environment for students, and this may impact overall life satisfaction (Hamre & Pianta,

2005). Schools’ assessment methods can impact the level of stress and perceived pressure

experienced by students. Assessments with high stakes, like standardized tests or exams, can

be unpleasant for students since they have a big impact on their academic performance or

future chances. Students may struggle with worry, a fear of failing, and a relentless pressure

to perform well, which can have a detrimental effect on their general level of happiness.

Assessment techniques that give students a sense of ownership and agency over their

learning can have a good effect on their general life satisfaction. Students get a sense of

control and ownership over their education when they are given the chance to create goals,
evaluate themselves, and take part in formative assessment activities (Hagenauer et al. 2018).

Their life satisfaction and involvement with the learning process may increase as a result of

this sense of autonomy. The motivation and interest of students in their education may be

impacted by the school’s assessment techniques. Students may lose interest in learning and

see it as merely another duty to accomplish when assessments emphasize fact regurgitation or

only require rote memorization (Çevik, 2017). However, assessment techniques that promote

the application of knowledge, critical thinking, and creativity can raise students' motivation

and happiness with their educational experience.

2.6 Relationship between school’s Policy and Students’ overall life Satisfaction
School's policies can have a big impact on the atmosphere and culture where student

is learning which can therefore affect their general life satisfaction. Through their policies,

schools that place a high priority on fostering a good, welcoming, and supportive atmosphere

tend to support the engagement, well-being and satisfaction of their students (Danielsen et al.

2009). Academic support and resources policies can impact student’s life satisfaction due to

improved educational experiences as schools have policies to ensure fair access to resources

including extracurricular activities, academic counselling, and tutoring programs (Suldo et al.

2013). Students' overall life satisfaction increases when they feel encouraged to pursue their

academic goals. Furthermore, schools’ rules and procedures to avoid bullying and harassment

can influence students' life happiness (Danielsen et al. 2009). Schools can obtain a secure and

welcoming school climate by establishing effective rules that address and prevent bullying

and harassment which can increase students' overall life satisfaction.

Policies that encourage student voice in decision-making processes, engagement and

participation can improve students' life satisfaction. Students are more likely to feel like they

belong and be satisfied with their educational experience when they have the chance to
participate actively in school events, clubs, and student groups and when their opinions are

respected and considered when making decisions at the school (Guess & McCane-Bowling,

2016). Based on factors including the individual variations, cultural background and the

particular policies under consideration, the effect of school policies on students' overall life

satisfaction may differ. Moreover, the success of policies and their effects on student

happiness can be substantially influenced by the cooperation between parents, students,

teachers, and school administration during the development and implementation of those

policies.

2.7 Relationship between personal factors and Students’ overall life satisfaction
Self-confidence and self-esteem and can influence the level of life satisfaction that

students experience. Students who feel good about themselves, are confident in their

capacity, and have a healthy sense of self-worth generally have higher levels of life

satisfaction. On the other hand, students with low self-esteem might have lower levels of

general life satisfaction (Wong & Siu, 2017). The level of total life satisfaction among

students is significantly influenced by personal factors relating to well-being and mental

health. Students who are resilient, feel emotionally well-adjusted, and have good mental

health are more likely to report higher levels of life satisfaction. On the other hand, students

who have mental health problems like depression or anxiety may be less satisfied with their

overall quality of life.

Social support and relationships among students can significantly influence their life

satisfaction. Higher levels of life satisfaction are correlated with strong social ties, pleasant

relationships with peers and family, and a sense of belonging. On the other hand, students

who feel socially isolated or who have troubled relationships, could be less satisfied with

their overall quality of life. Personality can also impact the level of life satisfaction of

students, for instance, students who exhibit qualities such as resilience, optimism, and a
growth mentality are more likely to report feeling more satisfied with their lives. Conversely,

students with negative personality or more pessimistic qualities might not feel as satisfied

with their lives as a whole.

Students' total life satisfaction may be influenced by personal aspects associated with

academic accomplishment and participation. Higher levels of life satisfaction are frequently

reported by students who are actively involved in their studies, have a sense of purpose in

their academic endeavors, and feel a feeling of success (Wong & Siu, 2017). Students who

struggle intellectually or lack drive, on the other hand, could have less overall life

satisfaction.
 CHAPTER THREE: RESEARCH METHODOLOGY
Data, variables and Methods

Data source

This study has drawn on data from PISA 2018 (OECD. n.d.), the 2018 Program for

International Student Assessment (PISA), a large-scale survey of 15-year-old students that

assesses their abilities in reading, mathematics, science, global competence and well-being.

Some 600 thousand students participated in this assessment in 2018, representing 32 mission

students in 79 participating countries. A number of teachers, schools and parents also

completed the survey to get a holistic picture of students’ abilities and what might influence

the development of those. 6037 students and 174 schools are included in Hong Kong data, for

the purpose of this paper, only data relevant to students’ attitudes towards foreign cultures,

and parents and schools’ characteristics and practices that support students’ value formation

will be selected through questionnaires and analyzed, details provided in the later section.

Variables

Dependent Variable

The analysis has only one dependent variable: students’ overall life satisfaction. This is a

continuous variable which are classified as 0 means students are “not at all satisfied’, 10

means students are “completely satisfied”. Although life satisfaction is only measured in one

single form, its advantage of being concise has been confirmed over more complicated

measures (). The missing cases of the dependent variable have been detected and deleted

from the dataset. This is due to the fact that if not deleted several indexes will be created for

the independent variables and the value of Cronbach’s alpha will be tested. Deleting the

missing cases of the dependent variable helped to improve the accuracy of Cronbach’s alpha
and did not influence the result of the analysis. The following features were analyzed for the

dependent variable as in table 1 below:

Descriptive statistics

Table 1: life satisfaction

Descriptive Statistics: life satisfaction

N Minimum Maximum Mean Std. Deviation

Overall life
11943 0 10 6.68 2.499
satisfaction (ST186)
Source: PISA 2018 database

This table provides descriptive statistics regarding overall life satisfaction among

students in China who participated in the PISA 2018 survey. According to the data,

there were 11943 responses, with a minimum satisfaction rating of 0, maximum

satisfaction rating of 10, and a mean satisfaction rating of 6.68. The standard

deviation is 2.499. This result suggests that on average, students had a moderate

level of life satisfaction, but their individual ratings varied significantly from one

another.

Independent variables

The study independent variables included: School type (SC013); Student-Teacher ratio

(STRATIO); Class Size (CLSIZE); Disciplinary Climate (ST097); Collaborative Climate

(ST206); Competitive Climate (ST205); School's use of assessments of students (SC154);

School's policy for <national modal grade for 15-year-olds>(SC042); Quality assurance at

school (SC037); Main responsibility for career guidance at school (SC161); Study help

(SC052); School activities (SC053); Proportion of parents (SC064).

Table 2: Type of School

Frequency Percent
 A public school (Managed by a public
education authority, government 16056 73.3
agency, or governing board)

Valid A private school (Managed by a non-

government org; e.g., a church, trade
3755 17.1
union, business, or other private
institution.)
Total 19811 90.4

Table 3: descriptive statistics between student-teacher ratio and class size

N Minimum Maximum Mean Std. Deviation

Student-Teacher ratio 18042 1 100 13.5723 9.3487

Class Size 19240 13 53 26.98 10.13
Valid N (listwise) 17333

The results of the study demonstrate that the type of school affects students' overall

life satisfaction in China. 73.3% of the respondents attended a public school while

17.1% attended a private school. The average student-teacher ratio was 13.6, and

the average class size was 26.9. These findings indicate that students attending

public schools have generally lower levels of student-teacher ratio and larger class

sizes than students attending private schools. This suggests that students in public

schools have less individualized attention than those in private schools, which may

contribute to a lower overall life satisfaction for these students.

Statistical Methods:

This study used a wide range of descriptive and inferential statistics in analyzing the

data. To respond to the stated research questions to this problem, the study used

SPSS and run the descriptives and frequencies of the data for effective

understanding of the data trend and patterns. The study also conducted a regression

analysis (multivariate regression analysis) to answer the relationship between the

dependent and the independent variables.

Multivariable linear regression

The multivariate regression model used was developed on the basis of explaining the

relationship between the dependent and the independent variables. The regression equation

was as follows:

y=β 0+ β 1 ( x 1 )+ β 2 ( x 2 ) + β 3 ( x 3 )+ β 4 ( x 4 ) + β 5 ( x 5 )+ ε

Where;

Y =Overall life satisfaction

X 1=Collaborative Climate

X 2=Disciplinary Climate

X 3=Competitive Climate

X 4=School Policy

X 5=Proportion of Parents

ε is the error term

β 0=model intercept

β 1−β 5=model coefficients

 CHAPTER FOUR: DATA ANALYSI AND DISCUSSION

4.1: Regression Analysis

Table 4: model summary

Model R R Square Adjusted R Square Std. Error of the Estimate

1 .207
a
.043 .043 2.460

a. Predictors: (Constant), Proportion of parents, Competitive climate, Disciplinary climate, collaborative

climate., School policy
The results of the regression analysis suggest that there is a moderately weak

positive relationship between the type of school, as well as four school factors

(proportion of parents, competitive climate, disciplinary climate, collaborative climate,

and school policy), and overall life satisfaction in China. The R value of 0.207

indicates that the school factors explain only 4.3% of the variance in overall life

satisfaction in China. This indicates that the type of school and the school factors are

only very weakly associated with life satisfaction in China.

Table 5: ANOVA

Model Sum of Squares df Mean Square F Sig.

Regression 15982.044 5 3196.409 528.168 .000b

1 Residual 356437.444 58897 6.052

Total 372419.488 58902

a. Dependent Variable: Overall life satisfaction

b. Predictors: (Constant), Proportion of parents, Competitive climate, Disciplinary climate, collaborative
climate., School policy

This ANOVA table shows the results from a study that looked at the factors that

affect students' overall life satisfaction in China. The model had 5 predictors:

proportion of parents, competitive climate, disciplinary climate, collaborative climate

and school policy. The sum of squares for the regression was 15982.044, with a

mean square of 3196.409 and an F-statistic of 528.168, and a significant p-value

of .000. This indicates that the model was able to explain a significant amount of

variability in overall life satisfaction.

Table 6: Regression coefficients

Model Unstandardized Coefficients Standardized t Sig.

Coefficients

B Std. Error Beta

(Constant) 5.765 .035 165.426 .000

Collaborative climate .485 .013 .156 37.462 .000

Disciplinary climate .094 .010 .041 9.855 .000

1
Competitive climate -.125 .010 -.051 -12.592 .000

School policy -.032 .015 -.013 -2.171 .030

Proportion of parents .278 .015 .110 19.131 .000

a. Dependent Variable: Overall life satisfaction

The regression equation for overall life satisfaction is:

Overall life satisfaction = 5.765 + 0.485*(Collaborative Climate) + 0.094*(Disciplinary

Climate) - 0.125*(Competitive Climate) - 0.032*(School Policy) + 0.278*(Proportion of

Parents).

The results of the regression indicate that all five of the school factors analyzed had a

statistically significant effect on overall life satisfaction of students in China. The strongest

predictor was the proportion of parents, which had a standardized coefficient value of 0.11

and a large t-value of 19.13 which indicates that it contributes the most to the overall life

satisfaction of students in China. This result shows that the proportion of parents that are

actively involved in their children's lives has a large effect on their overall life satisfaction.

The next strongest predictor of overall life satisfaction was the collaborative climate. This

variable had a standardized coefficient value of 0.156 and a t-value of 37.462, indicating that

the collaborative climate of a school has a large effect on the overall life satisfaction of its
students. This result shows that a school environment that is conducive to collaboration

between students and teachers and other school personnel creates an atmosphere that

increases overall life satisfaction.

Disciplinary climate had a standardized coefficient value of 0.041, and a t-value of 9.855,

indicating that the disciplinary climate of a school impacts overall life satisfaction in a

significant way. Schools that maintain a disciplined atmosphere while providing sufficient

support to their students create an environment that allows their students to experience higher

levels of overall life satisfaction.

Competitive climate had a standardized coefficient of -0.051 and a t-value of -12.592,

indicating that the competitive climate of a school has a significant negative impact on

overall life satisfaction. Schools with a high level of competition may create stress and

tension in the classroom that can have a detrimental effect on overall life satisfaction.

Finally, school policy had a standardized coefficient of -0.013 and a t-value of -2.171,

indicating that the policies of a school have a small but significant impact on overall life

satisfaction. Schools with policies that are flexible and adjustable to the needs of the students

might be able to create an atmosphere where students experience a higher level of overall life

satisfaction.

CHAPTER FIVE: CONCLUSION AND DISCUSSIONS

This research assesses several possible factors that may influence

adolescent life satisfaction based on data from PISA 2018. The study was designed

to explore the school factors affect students’ overall satisfaction in China. The study

used quantitative data from PISA 2018 questionnaires (OECD, n.d.) to explore school

factors affect students' overall life satisfaction in China. Through the analysis, it was evident
that overall life satisfaction of students is significantly impacted by the five factors

including collaborative climate, competitive climate, disciplinary climate, parents’

proportion and school policy. The findings of the study showed that collaborative

climate has the strongest positive correlation with overall life satisfaction of students.

This suggests that when the collaborative climate in a school increases, there is an

increase in the overall life satisfaction of students. This could be due to the fact that

better collaboration encourages meaningful interactions between students and

faculty, leading to better learning atmosphere. Next, the impact of disciplinary climate

on the overall life satisfaction of students is also significant as obtained from the

result. This evidence were in similar line with that of () whom identified positive

significant relationship between disciplinary climate and student satisfaction among

Chinese colleges. This suggests that when the disciplinary climate in a school

increases, there is an increase in the overall life satisfaction of students (). This could

be attributed to the fact that when there is disciplinary climate in a school, it

promotes adherence to rules and regulations among students. This helps to create a

more organized and secure environment, thereby leading to better life satisfaction for

the students.

On the other hand, the competitive climate was found to have a negative

correlation with overall life satisfaction, similar to () evidence. This suggests that

when the competitive climate in a school increases, there is a decrease in the overall

life satisfaction of students. The competitivity in school could generate a competitive

atmosphere among students, thus leading to lower life satisfaction. In addition, the

school policy was found to have a negative correlation with overall life satisfaction of

students. This suggests that when the school policy is more rigorous, the overall life

satisfaction of students decreases. This could be attributed to the fact that more
stringent policies in school often lead to heavier workloads and greater pressure on

students. Lastly, the proportion of parents was found to have a positive correlation

with overall life satisfaction of students. This implies that when the parental

involvement increases, the overall life satisfaction of students increases. This could

be due to the fact that parents can provide insight, advice, and guidance to students,

helping them to make better decisions. This results in better emotional and mental

wellbeing, thus leading to higher life satisfaction. Overall, the results of this

regression model show that the five factors in the equation have significant impacts

on overall life satisfaction of students in China. It is important to note that these

results are not generalizable to all schools and students in China. However, the

findings provide useful information for educators and policymakers to consider when

attempting to increase the life satisfaction of students. It is important to intervene

successfully in order to create beneficial and viable learning environments for

students.
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