A Factor Analysis Exploring School Bonding and Related Constructs among Upper Elementary Students

Autor/inn/en	O'Farrell, Stacy L.; Morrison, Gale M.
Titel	A Factor Analysis Exploring School Bonding and Related Constructs among Upper Elementary Students
Quelle	In: California School Psychologist, 8 (2003), S.53-72 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1087-3414
Schlagwörter	Factor Analysis; Elementary School Students; Intermediate Grades; Student School Relationship; School Attitudes; Learner Engagement; Student Surveys; Measures (Individuals); Dropouts; Student Motivation; Risk; Resilience (Psychology); California + Suchen Sie Ihr Suchwort? Faktorenanalyse; Mittelstufe; Schüler-Lehrer-Beziehung; Schülerbefragung; Messdaten; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Schulische Motivation; Risiko; Kalifornien
Abstract	Since Hirschi's (1969) seminal work with delinquent youths, researchers have included school bonding and related constructs in analyses of delinquency, school dropout, student motivation, risk and resiliency, and academic achievement. In addition to school bonding, researchers have studied school engagement, school attachment, school connectedness, and other constructs as they relate to various student outcomes. At times, these constructs are measured and defined quite similarly, if not identically. However, in other instances, identical terms have been used to describe a construct that is measured in vastly different ways. These redundancies and discrepancies make it difficult to draw conclusions and build upon the summative knowledge gleaned from the extant school bonding research. In this article, research studies that use school bonding or a related construct (e.g., school engagement) are reviewed, with a specific focus on definition and measurement. A factor analysis was conducted using selected survey items from various school bonding and related measures, yielding five factors. The unique and shared aspects of these factors are discussed as well as implications for school practice and future research. (Contains 4 tables and 1 figure.) (As Provided).
Anmerkungen	California Association of School Psychologists. 1020 12th Street Suite 200, Sacramento, CA 95814. Tel: 916-444-1595; Fax: 916-444-1597; e-mail: communications@casponline.org; Web site: http://www.casponline.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10