Academic and Social Perceptions as Predictors of Change in Middle School Students' Sense of School Belonging

Autor/in	Anderman, Lynley H.
Titel	Academic and Social Perceptions as Predictors of Change in Middle School Students' Sense of School Belonging
Quelle	In: Journal of Experimental Education, 72 (2003) 1, S.5-22 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0973
Schlagwörter	Classroom Environment; Grade Point Average; Middle School Students; Predictor Variables; Attitude Change; Student Attitudes; Student Adjustment; Student Motivation; Interpersonal Relationship; Grade 6; Grade 7; Goal Orientation; Academic Achievement; Context Effect; Academic Ability + Suchen Sie Ihr Suchwort? Klassenklima; Unterrichtsklima; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Prädiktor; Attitudinal change; Einstellungsänderung; Schülerverhalten; Adjustment; Studentin; Adaptation; Schulische Motivation; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Zielorientierung; Zielvorstellung; Schulleistung
Abstract	Change in middle school students' sense of school belonging was examined in relation to grade point average, motivation variables, and teachers' promotion of mutual respect in classes. Survey data from 618 students collected in three waves during the sixth and seventh grades were submitted to growth curve analysis. On average, students' sense of school belonging declined over time. Initial levels of school belonging were predicted positively by students' grade point average, academic task values, and perceived classroom task goal orientations. Teacher promotion of mutual respect had a small effect in ameliorating the decline in school belonging. The findings suggest that students' sense of school belonging is enhanced when teachers promote adaptive academic and interpersonal contexts in their classrooms. (Contains 4 tables.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10