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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. The school is a key context for young people's development—ranging from the breadth and depth of their intellectual capital and nature of peer influence to their wellbeing [ 1 , 2 ]—as students spend a long time of their daily life in school [ 3 , 4 ]. Subjective wellbeing can include either cognitive judgments, such as life satisfaction, or emotional events, for example, feeling positive emotions [ 4 , 5 ].
Prior studies revealed that life satisfaction is not only an important predictor of life outcomes in adulthood, but it is also important in predicting the development of young people [ 9 — 12 ]. The majority of previous research focused on individual socio-demographic and non-school characteristics in order to explain differences in young people's life satisfaction [ 3 , 10 , 13 ].
However, only few have examined the importance of school-related features, such as class climate [ 1 , 4 , 14 ]. Although there is not yet a consensus about which dimensions are important for the valid measurement of class climate [ 15 ], the multidimensional concept of class climate generally refers to the social interaction between students and teachers in relation to collective beliefs, values and attitudes that prevail in classrooms [ 16 — 18 ].
