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EnglishBackground: To improve academic performance and prevent dropouts, many studies have investigated the eects of non-intellective competencies on performance, and the eects of performance on school satisfaction. The aim of this study was to investigate the direct role of both non-intellective competencies and performance on school satisfaction at the same time. (2) Methods: The study involved 731 Italian students, attending three dierent high schools, who responded to the H-Comp Scale, a questionnaire assessing twelve dierent aspects of students’ skills, attitudes and motivations over the study, and the H-Sat Scale, a questionnaire assessing five dierent areas of school satisfaction. (3) Results: We found a strong role of non-intellective competencies on school satisfaction and a marginal role of academic performance, gender and the attended class, which reduced as students’ seniority increased. (4) Conclusions: This study showed that school satisfaction depends on students’ self-perception in terms of their study competencies and the motivations possessed more than their sole performance, suggesting that this helps students to improve their non-intellective competencies in order to increase their performance and reduce the risk of dropouts, both directly and indirectly, through increasing their school satisfaction.
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| Titolo: | The Effect of Non-Intellective Competencies and Academic Performance on School Satisfaction |
| Autori: | |
| Data di pubblicazione: | 2020 |
| Rivista: | |
| Abstract: | Background: To improve academic performance and prevent dropouts, many studies have investigated the eects of non-intellective competencies on performance, and the eects of performance on school satisfaction. The aim of this study was to investigate the direct role of both non-intellective competencies and performance on school satisfaction at the same time. (2) Methods: The study involved 731 Italian students, attending three dierent high schools, who responded to the H-Comp Scale, a questionnaire assessing twelve dierent aspects of students’ skills, attitudes and motivations over the study, and the H-Sat Scale, a questionnaire assessing five dierent areas of school satisfaction. (3) Results: We found a strong role of non-intellective competencies on school satisfaction and a marginal role of academic performance, gender and the attended class, which reduced as students’ seniority increased. (4) Conclusions: This study showed that school satisfaction depends on students’ self-perception in terms of their study competencies and the motivations possessed more than their sole performance, suggesting that this helps students to improve their non-intellective competencies in order to increase their performance and reduce the risk of dropouts, both directly and indirectly, through increasing their school satisfaction. |
| Handle: | http://hdl.handle.net/11388/236075 |
| Appare nelle tipologie: | 1.1 Articolo in rivista |
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