Abstract. There have been plenty of researches about how to improve a sense of school belonging. However, few of the studies start from the cooperation of family and school. This study utilizes a sample of 365 students aged from 7 years old to 20 years old to reveal the relationships of family cohesion and school belonging. The mediating effects of security and achievement goals are also examined. The correlational results indicate that family cohesion is positively and significantly associated with school belonging, interpersonal security and mastery goals. School belonging links to interpersonal security, mastery goals, performance-approach goals and performance-avoidance goals positively and prominently. The structural model manifests that family cohesion can predict school belonging not only positively and directly but also via the mediating role of interpersonal security and achievement goals, which only includes mastery-oriented goals, namely mastery goals and performance-approach goals. This research suggests that the cooperation of family and school is effective and emphasizes the importance of mental wellbeing as the mediator.

Abstract. Many researches have already been conducted to study the effect of gratitude. Researchers have found that gratitude positively correlates to mental wellbeing, social integration, traits and performance. However, few researchers illustrated how the gratitude worked in helping students adapt themselves to school climate. This study recruited407undergraduate students to examine the relationships betweengratitude and school belonging. It was hypothesized that Gratitude was associated positively and significantly with life satisfaction and positive coping style, both of which were positively and significantly related to school belonging. And life satisfaction and positive coping style played a mediating role in the relationship between gratitude and school belonging. The hierarchical regression analyses indicated that gratitude could significantly predict positive coping style and more life satisfaction, which played a complete mediating role in the relationship of gratitude and school belonging. This research suggests that the gratitude is an effective intervention in helping students adapt themselves to school climate socially and affectively.

ABSTRACT:School belonging can be concisely viewed as students' perception of being involved, recognized and supported. The prevailing form of assessments is self-reported questionnaires. Current researches find that school belonging correlates positively with academic performance and selfconception whilenegatively with problem behaviors, including school attrition, substance abuse and bullying. School belonging may be influenced by relationships with peers and teachers, involvement in school-based activities, identification with school values, academic performance and the grade. However, the effect of gender and ethnicity is still controversial and remains to be further scrutinized. Investigators propose three theories, that is, stage-environment fit theory, self-system theory and participation-identification theory to explain the mechanism of school belonging. Future orientations urges for longitudinal studies and experiments. Cross-cultural characteristics should be taken into consideration as well. The spectrum of participants should extend from a variety of students to staff in school.