Students experience increasing pressure to perform well and worry about their academic performance before critical school transitions. These challenges may compromise students' school well-being. Drawing on the Model of Personality and Affect for Education (Matthews et al., 2005) as well as on the Conservation of Resources Theory (Hobfoll, 1989), we investigated the buffering role of high academic buoyancy and supportive class- and school climate against decreases in school well-being (i.e., school-related stress, anti-school attitude, and satisfaction with school) among Finnish lower secondary school students (N = 1024) from grades seven to nine. Controlling for gender, fluid intelligence, and parental education, the results of latent structural equation models indicate that academic buoyancy contributed to school satisfaction, while class- and school climate buffered against the increase of anti-school attitude. The study underlines the importance of both personal and contextual factors, contributing differently to students’ school well-being.

在关键的学校过渡之前，学生会面临越来越大的压力，要求他们表现良好，并担心他们的学习成绩。这些挑战可能会损害学生的学校生活。利用人格和教育影响模型（马修斯等人，2005年）以及资源保护理论（霍布弗尔，1989年），我们研究了高学术浮力和支持性的班级和学校氛围对教育的缓冲作用芬兰初中生的学校幸福感（即与学校有关的压力，反学校态度和对学校的满意度）下降（N = 1024）从七年级到九年级。在控制性别，流体智力和父母教育的基础上，潜在的结构方程模型的结果表明，学术浮力有助于学校满意度，而课堂和学校的氛围则对反学校态度的增加起到了缓冲作用。这项研究强调了个人因素和情境因素的重要性，它们对学生的学校幸福做出了不同的贡献。