Abstract:

Over the past fifty years, the topic of children’s well-being has garnered attention in political and academic debates. In recent decades, the extensive literature on the topic has documented the numerous determinants of children’s life satisfaction, as well as their relative importance according to cultural contexts. This increasing attention paid to children’s subjective well-being includes consideration of school environments (see for example the ISCWeB study, HBSC study, the advancements of Positive Education, World Happiness Report 2015, etc). Until recently, the Program for International Student Assessment (PISA) surveys were mainly focused on well-being as linked with academic and professional achievement. Since 2015, PISA has documented ongoing levels of children’s well-being, and how well-being is influenced by school environments, the quality of children’s relationships with their peers and teachers at school, as well as parental involvement in the lives of their children. This article aims to highlight the impact of school-related determinants on children’s life satisfaction and its variations across social classes. Based on the French part of the PISA 2015 Survey (n=4804), we have identified a two steps expression of inequalities. We begin by showing that class differences influence children’s probability of having both a school environment and peer and parental relationships that enhance their level of life satisfaction. We go on to point out that social inequalities also appear when examining the impact of school-related factors on children’s overall life satisfaction. It seems that school bullying, anxiety and parental involvement in school impact children differently depending on their social background.

摘要：

在过去的五十年里，儿童福祉的话题在政治和学术辩论中引起了关注。近几十年来，关于该主题的大量文献记载了儿童生活满意度的众多决定因素，以及它们在文化背景下的相对重要性。对儿童主观幸福感的日益关注包括对学校环境的考虑（例如参见 ISCWeB 研究、HBSC 研究、积极教育的进步、2015 年世界幸福报告等）。直到最近，国际学生评估计划 (PISA) 的调查主要关注与学术和专业成就相关的幸福感。自 2015 年以来，PISA 记录了儿童幸福感的持续水平，以及幸福感如何受到学校环境的影响，孩子在学校与同龄人和老师的关系质量，以及父母对孩子生活的参与。本文旨在强调与学校相关的决定因素对儿童生活满意度的影响及其不同社会阶层的差异。根据 PISA 2015 调查的法语部分 (n=4804)，我们确定了不平等的两步式表达。我们首先表明，阶级差异会影响儿童拥有学校环境以及同伴和父母关系的可能性，从而提高他们的生活满意度。我们继续指出，在考察学校相关因素对儿童整体生活满意度的影响时，也出现了社会不平等。看来校园欺凌，