Sense of belonging to school in 15-year old students: The role of parental education and students' attitudes toward school.

Autor/inn/en	Marksteiner, Tamara; Kuger, Susanne
Titel	Sense of belonging to school in 15-year old students: The role of parental education and students' attitudes toward school.
Quelle	In: European journal of psychological assessment, 32 (2016) 1, S. 68-74 PDF als Volltext kostenfreie Datei (inhaltlich überarbeitete Version) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1015-5759
URN	urn:nbn:de:0111-pedocs-149859
Schlagwörter	Empirische Untersuchung; Einstellung (Psy); Wahrnehmung; Soziale Herkunft; Eltern; Schule; Schüler; Bildungsabschluss; Datenanalyse; Internationaler Vergleich; Ausgrenzung; Gruppe (Soz); PISA (Programme for International Student Assessment)
Abstract	Worldwide, students' health and subjective well-being increasingly are regarded as important. One central noncognitive aspect that threatens students' well-being and that is related to students' socioeconomic background is whether they feel they belong to their social context (e.g., school) or instead feel socially ostracized. The present study investigated the relation between parents' education and students' sense of belonging to school and the role of students' and parents' attitudes toward school as mediators across different countries. The results indicate that students whose parents have a higher education level feel less socially excluded. As expected, students' attitude functions as a mediator: The more educated the students' parents, the more positive the students' attitudes toward school. Likewise, the more positive their attitude, the stronger they indicated a feeling of social belonging and the less they indicated feeling socially excluded. Further, more individualistic countries show a weaker effect. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2018/3