Subdimensions of Adolescent Belonging in High School

Autor/inn/en	Wallace, Tanner LeBaron; Ye, Feifei; Chhuon, Vichet
Titel	Subdimensions of Adolescent Belonging in High School
Quelle	In: Applied Developmental Science, 16 (2012) 3, S.122-139 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8691
DOI	10.1080/10888691.2012.695256
Schlagwörter	Student Attitudes; Focus Groups; Adolescents; Educational Environment; High School Students; Factor Analysis; Surveys; Teacher Student Relationship; Student Participation; Peer Relationship; Student Behavior; Classroom Environment; Peer Acceptance; California; Minnesota; Pennsylvania + Suchen Sie Ihr Suchwort? Schülerverhalten; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Lernumgebung; Pädagogische Umwelt; Schulumwelt; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Faktorenanalyse; Survey; Umfrage; Befragung; Teacher student relationships; Lehrer-Schüler-Beziehung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Peer-Beziehungen; Student behaviour; Klassenklima; Unterrichtsklima; Kalifornien
Abstract	Adolescents' sense of belonging in high school may serve a protective function, linking school-based relationships to positive youth outcomes. To advance the study of sense of belonging, we conducted a mixed method, factor analytic study (Phase 1 focus groups, N = 72; Phase 2 cross-sectional survey, N = 890) to explore the multidimensionality of the sense of belonging construct. Findings suggest that adolescents' sense of belonging involves four distinct school-experience factors: Generalized connection to teachers; connection to a specific teacher; identification and participation in official school-sanctioned activities; and perception of fitting in with peers. Future research should investigate the validity of the proposed sense of belonging subdimensions and longitudinally examine the form and function of disparate adolescent school-based relationships in relation to academic engagement or disengagement processes. (Contains 5 tables, 1 footnote and 2 figures.) (As Provided).
Anmerkungen	Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10