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  <doc>
    <id>2473</id>
    <completedYear/>
    <publishedYear>2018</publishedYear>
    <thesisYearAccepted/>
    <language>eng</language>
    <pageFirst/>
    <pageLast/>
    <pageNumber/>
    <edition/>
    <issue/>
    <volume/>
    <type>article</type>
    <publisherName/>
    <publisherPlace/>
    <creatingCorporation/>
    <contributingCorporation/>
    <belongsToBibliography>0</belongsToBibliography>
    <completedDate>2018-02-13</completedDate>
    <publishedDate>2018-02-08</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="eng">Perceived class climate and school-aged children’s life satisfaction: The role of the learning environment in classrooms</title>
    <abstract language="eng">The aim of this study is to examine the impact of class-level class climate on school-aged children’s life satisfaction. Data was derived from the German National Educational Panel Study (NEPS) using sixth grade school-aged children (n = 4,764, 483 classes). Class climate includes indicators of teachers' care and monitoring, demands, interaction, autonomy, as well as school-aged children's attitudes towards schoolwork at the class- and individual-level. Results showed that individual perceived class climate in terms of teachers' care and monitoring and autonomy was positively related to life satisfaction, whereas school-related demands were related to lower life satisfaction. Besides teachers' care and monitoring at class-level, indicators of class climate were not associated with school-aged children’s life satisfaction, while the individual perceived class climate is more important for life satisfaction.</abstract>
    <parentTitle language="eng">PLoS ONE</parentTitle>
    <identifier type="doi">10.1371/journal.pone.0189335</identifier>
    <identifier type="urn">urn:nbn:de:kobv:b1570-opus4-24735</identifier>
    <author>Katharina Rathmann</author>
    <submitter>Angelika Behlen</submitter>
    <author>Max G. Herke</author>
    <author>Klaus Hurrelmann</author>
    <author>Matthias Richter</author>
    <thesisPublisher>Hertie School</thesisPublisher>
    <file>https://opus4.kobv.de/opus4-hsog/files/2473/file.pdf</file>
  </doc>
  <doc>
    <id>2474</id>
    <completedYear/>
    <publishedYear>2018</publishedYear>
    <thesisYearAccepted/>
    <language>deu</language>
    <pageFirst>80</pageFirst>
    <pageLast>99</pageLast>
    <pageNumber/>
    <edition/>
    <issue>1</issue>
    <volume>38</volume>
    <type>article</type>
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    <belongsToBibliography>0</belongsToBibliography>
    <completedDate>2018-02-13</completedDate>
    <publishedDate>--</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="deu">Die Bedeutung intergenerationaler Bildungsmobilität für die Gesundheit und die Lebenszufriedenheit von Schülerinnen und Schülern in Deutschland</title>
    <parentTitle language="deu">Zeitschrift für Soziologie der Erziehung und Sozialisation</parentTitle>
    <licence>Metadaten / metadata</licence>
    <author>Katharina Rathmann</author>
    <submitter>Angelika Behlen</submitter>
    <author>Max G. Herke</author>
    <author>Benjamin Kuntz</author>
    <author>Thomas Lampert</author>
    <author>Katharina Loter</author>
    <author>Irene Moor</author>
    <author>Klaus Hurrelmann</author>
    <author>Matthias Richter</author>
  </doc>
</export-example>
