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Abstract Interrelationships among life experiences, academic self-efficacy, and school satisfaction reports from a sample of 92 adolescents in a private secondary school were investigated. Results revealed that life experiences, both positive and negative, were significantly associated with school satisfaction reports. Students' perceptions of their academic self-efficacy did not moderate the relationship between life events and school satisfaction; however, self-efficacy perceptions did contribute significant variance in a linear fashion beyond life experiences. The authors concluded that both a wide array of negative and positive environmental experiences and individual difference variables need to be considered to understand adolescents' reactions to schooling and to design prevention and intervention programs.
Huebner et al. (Mon,) studied this question.
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