Can school assets moderate the impact of school satisfaction and school achievement on goals and aspirations in adolescents with special needs?

Abstract

The aim of the present work is to study the effect of school satisfaction and school achievement on goals and aspirations of adolescents with special needs, and the moderate effects of school assets on these relations. The sample included 494 adolescents with special needs, mean age 14 years old. Pupils attended 77 public schools from all Portugal. Data collection was held within the HBSC (Health Behaviour in School aged Children) survey (Currie et al, 2004; Matos et al, 2006). For the purpose of this specific study, the questionnaire included questions about resilience (school assets and goals and aspirations), and school connectedness (satisfaction with school and school achievement). Results showed that school satisfaction and school achievement are associated to goals and aspirations. The adolescents that are more satisfied with school and have higher levels of school achievement have higher scores on goals and aspirations. The analyses conducted to evaluate the moderate effects of school assets (caring adult relationships, high expectations and meaningful participation) over school satisfaction and achievement relation with goals and aspirations had only revealed main effects of high expectations and meaningful participation. These results show, this way, that although they are important resources in this context they can't balance the negative impact of a low achievement and dissatisfaction with school on goals and aspirations. When designing and implementing school-based intervention programs, these features stress the importance of promoting school assets, and specially implement strategies to promote school achievement and a positive school climate as way to help adolescents in their future-building process. (Celeste Simões, [et al.])