Children's school reluctance and satisfaction: the combined role of teacher support and parent–child relation.
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| Title: | Children's school reluctance and satisfaction: the combined role of teacher support and parent–child relation. |
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| Authors: | Larsen, Linda (AUTHOR), Tveit, Olav Bertin (AUTHOR), Holt, Tonje (AUTHOR) |
| Source: | Scandinavian Journal of Educational Research. Mar2026, Vol. 70 Issue 2, p449-466. 18p. |
| Subjects: | Parent-child relationships, Student satisfaction, Marital conflict, Ecological systems theory, Academic support programs, School absenteeism, Family relations |
| Geographic Terms: | Norway |
| Abstract: | There have been growing concerns about school absenteeism in the aftermath of the Covid-19 pandemic. Yet, little is known about the precursors to absenteeism. This study aimed to better understand how child-perceived teacher support and family relations (i.e., parent–child relationship and interparental conflict) were related to children's school reluctance and satisfaction, respectively. The sample comprised 612 children (7–19 years) from families that had been in contact with the family counselling service in Norway for mandatory divorce/separation mediation or for low-threshold support with family dynamics. Results from Bayesian multilevel cumulative regression models showed that teacher support was associated with both school reluctance and satisfaction, and that the association between teacher support and school reluctance was particularly strong for children with a better mother–child relationship. Interestingly, father–child relationship was associated with school satisfaction while mother–child relationship was associated with school reluctance. The results are discussed within an ecological systems perspective. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | There have been growing concerns about school absenteeism in the aftermath of the Covid-19 pandemic. Yet, little is known about the precursors to absenteeism. This study aimed to better understand how child-perceived teacher support and family relations (i.e., parent–child relationship and interparental conflict) were related to children's school reluctance and satisfaction, respectively. The sample comprised 612 children (7–19 years) from families that had been in contact with the family counselling service in Norway for mandatory divorce/separation mediation or for low-threshold support with family dynamics. Results from Bayesian multilevel cumulative regression models showed that teacher support was associated with both school reluctance and satisfaction, and that the association between teacher support and school reluctance was particularly strong for children with a better mother–child relationship. Interestingly, father–child relationship was associated with school satisfaction while mother–child relationship was associated with school reluctance. The results are discussed within an ecological systems perspective. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00313831 |
| DOI: | 10.1080/00313831.2025.2492055 |
