Literaturnachweis - Detailanzeige
| Autor/in | Arslan, Gökmen |
|---|---|
| Titel | School Belonging in Adolescents: Exploring the Associations with School Achievement and Internalising and Externalising Problems |
| Quelle | In: Educational & Child Psychology, 36 (2019) 4, S.22-33 (12 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0267-1611 |
| Schlagwörter | Student School Relationship; Elementary School Students; Early Adolescents; Preadolescents; Urban Schools; Academic Achievement; Behavior Problems; Student Behavior; Predictor Variables; Foreign Countries; Social Isolation; Inclusion; Psychometrics; Mental Health; Turkey |
| Abstract | Aim(s): School belonging is critically important for both school-based outcomes and psychosocial adjustment of adolescents. The purpose of this study is to present further validation evidence for the School Belongingness Scale (SBS) and investigate the predictive effect of the school belonging on school achievement and mental health outcomes (i.e. internalising and externalising problems) in elementary school students. Method: Participants included 223 students from a public elementary school in an urban city, Turkey (51.1 per cent female and 48.9 per cent male ranging in age from 10 to 15 years (M = 12.09; SD = 1.03)). Findings: Findings of the study revealed that the scale had excellent data-model fit statistics, supporting the higher-order school belonging latent structure, comprising of two first-order constructs (i.e. social inclusion and exclusion), adequate-to-strong factor loadings, and adequate latent construct (H) and internal ([alpha]) reliability coefficients. Further outcomes indicated that school belonging had a strong predictive effect on school achievement, internalising and externalising behaviours among elementary school students. Limitations: While the study utilised a cross-sectional approach and is unable to provide causality, the preliminary findings have implications for schools and future research. Conclusions: The study results provide further evidence supporting the impacts of school belonging in promoting youth academic functioning and mental health. (As Provided). |
| Anmerkungen | British Psychological Society. St Andrews House, 48 Princess Road East, Leicester, LE1 7DR, UK. Tel: +44-116-254-9568; e-mail: info@bps.org.uk; Web site: http://www.bps.org.uk/publications/journals/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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