Student Trust in School Peers: A Relational Condition for Optimal School Functioning

Autor/inn/en	Adams, Curt; Adigun, Olajumoke Beulah; Fiegener, Ashlyn
Titel	Student Trust in School Peers: A Relational Condition for Optimal School Functioning
Quelle	In: Journal of Educational Administration, 60 (2022) 6, S.545-560 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Adams, Curt) ORCID (Adigun, Olajumoke Beulah) ORCID (Fiegener, Ashlyn)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-8234
DOI	10.1108/JEA-02-2022-0028
Schlagwörter	Grade 5; Grade 7; Grade 9; Grade 11; Elementary School Students; Middle School Students; High School Students; Trust (Psychology); Peer Relationship; Educational Environment; Teacher Student Relationship; School Attitudes + Suchen Sie Ihr Suchwort? School year 05; 5. Schuljahr; Schuljahr 05; School year 07; 7. Schuljahr; Schuljahr 07; School year 09; 9. Schuljahr; Schuljahr 09; School year 11; 11. Schuljahr; Schuljahr 11; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Peer-Beziehungen; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Purpose: The purpose of this study was to establish a line of inquiry into student trust in school peers by--(1) developing a valid and reliable measure and (2) investigating the potential influence of student trust in school peers on optimal school functioning. Design/methodology/approach: A non-experimental, survey research design was used. Ex-post facto data were collected in the spring of 2017 and spring of 2019 from a random sample of students in either the 5th, 7th, 9th or 11th grades in 79 schools located in a southwestern city in the US. Two types of analyses were performed. First, structural and convergent validity of the items measuring student trust in school peers were tested with a confirmatory factor analysis, and correlations with bullying and safety. The second analysis tested a hypothesized model with a full structural equation model using robust maximum likelihood estimation. Findings: Confirmatory factor analysis results report that items used to measure student trust in school peers share common variance with the latent trust factor. Both the 10-item and five-item measures had good model fit and parameter estimates. Additionally, the five-item measure had strong relationships with bullying and safety. As specified in the hypothesized model, student trust in peers had a strong, positive relationship with identification with school and positive, yet not as strong, of a relationship with academic grit. These relationships existed when accounting for student perceived teacher support. Originality/value: This study extends trust research to students' relational connections by conceptualizing student trust in school peers as a cognitive belief, constructing a valid measure and finding a relationship between student--peer trust and elements optimal school functioning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01