A school connectedness scale for use with adolescents

Lohmeier, Jill H.; Lee, Steven W.

doi:10.1080/13803611.2011.597108

Cited by 43 publications

(37 citation statements)

References 16 publications

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“…Its factor structure was examined in two different US samples showing good reliability and a seven-factor structure, including negative connection, connection with adults in the school, peer connections at school, school involvement, emotional connections, value school and comfort in this school (Lohmeier and Lee 2011).…”

Section: Summary Of Identified Measuresmentioning

confidence: 99%

The conceptualisation of school and teacher connectedness in adolescent research: a scoping review of literature

et al. 2018

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The aim of this scoping review was to map and summarise research relating to school and teacher connectedness, in order to increase current understanding of the ways these terms have been conceptualised in adolescent research. Specifically, this scoping review focuses on the analysis of the actual definitions used and the ways in which school connectedness and teacher connectedness are operationalised in existing measures. Using the terms connectedness, teacher and school as keywords, we searched SCOPUS, Web of Science, ERIC, the Cochrane Library and the EPPI Centre Database of Education Research for relevant peer-review articles published in English from 1990 to 2016. 350 papers were selected for the review. Many studies failed to provide a definition of school or teacher connectedness and there were some differences in the way these constructs were operationalised in the main measures. Future research should be thorough in the definition of these constructs, and ensure consistency between the definition used and the operationalisation of the connectedness construct in the selected measure. Unpacking the global concept of school connectedness and examining the role of its different components (global feelings towards school, teacher connectedness, relationships with classmates, etc.) separately may also contribute to building a more coherent body of evidence in this area. Reflecting on the place of school and teacher connectedness in the broader context of the literature on school climate and bridging distances between the research on school connectedness and that on related constructs is another necessary step to move this field forward.

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Section: Summary Of Identified Measuresmentioning

confidence: 99%

The conceptualisation of school and teacher connectedness in adolescent research: a scoping review of literature

et al. 2018

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“…Similarly, King, Vidourek, Davis and McClellan (2002) remarked that extracurricular activities such as drama, sports, music, and chess enhance children's' understanding of others, acknowledge students' personal achievements, and strengthen their feelings of self-worth. Lohmeier and Lee (2011) stated that a student's sense of school connectedness is based on a collection of values and behaviors related to a student's belongingness, relatedness, and connectedness in association with their school, teachers/adults, and peers. Students are, therefore, more likely to succeed when they feel connected to school (Blum, 2005).…”

Section: Discussionmentioning

confidence: 99%

The Efficacy of Drama in Field Experience: A Qualitatıve Study Using Maxqda

Elaldı¹,

Yerliyurt²

2016

JEL

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This study attempted to evaluate the views of senior preservice preschool teachers on the efficacy of drama activities in their field experience in terms of the effect of students' learning, socialization, individual or group work skills and school connectedness and also disclosed the suggestions of senior preservice preschool teachers for faculty members who give drama lectures regarding the delivery of drama course. The study group included 51 (Female = 37, Male = 14) senior preservice preschool teachers studying in the Faculty of Education at Cumhuriyet University, Turkey in the spring semester of the 2016-2017 academic year. Data were collected through an interview form including five semi structured questions that were prepared in line with the aim of the study by the researchers. The data were analyzed using MAXQDA-11, qualitative data analysis software, and descriptive analysis technique. Main themes were generated and then the views were aligned under the themes. The findings revealed that senior preservice preschool teachers had positive views regarding the impact of drama activities in their field experience. In-service training programs were suggested to be designed systematically for professional development of preservice teachers.

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“…Entrepreneurship knowledge and economic empowerment questions were developed by the study team and based on the extant entrepreneurship and economic empowerment literature (additional detail provided below). Social well-being outcomes included connectedness measured by the Hemingway Measure of Adolescent Connectedness, and the Awareness of Connectedness Scale; and hopelessness measured by the Hopelessness Scale, and hopefulness measured by the Apache Hopefulness Scale [43][44][45][46]. All questions were reviewed by the local Apache study team, piloted with Apache youth, and revised as necessary prior to utilization.…”

Section: Quantitative Outcomesmentioning

confidence: 99%

Entrepreneurial, Economic, and Social Well-Being Outcomes from an RCT of a Youth Entrepreneurship Education Intervention among Native American Adolescents

Tingey

Larzelere

Goklish

et al. 2020

IJERPH

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Background: Entrepreneurship education has demonstrated positive impacts in low-resource contexts. However, there is limited evidence of such programs evaluated among Native American (NA) youth in a rural reservation. Methods: A 2:1 randomized controlled trial evaluated the impact of the Arrowhead Business Group (ABG) entrepreneurship education program on entrepreneurship knowledge, economic empowerment, and social well-being among 394 NA youth. An intent to treat analysis using mixed effects regression models examined within and between study group differences from baseline to 24 months. An interaction term measured change in the intervention relative to change in the control. ABG participants were purposively sampled to conduct focus groups and in-depth interviews. Results: Significant intervention vs. control group improvements were sustained at 12 months for entrepreneurship knowledge and economic confidence/security. Significant within-group improvements were sustained for ABG participants at 24 months for connectedness to parents, school, and awareness of connectedness. Qualitative data endorses positive impacts on social well-being among ABG participants. Conclusion: Observed effects on entrepreneurship knowledge, economic empowerment, and connectedness, supplemented by the experiences and changes as described by the youth themselves, demonstrates how a strength-based youth entrepreneurship intervention focused on developing assets and resources may be an innovative approach to dually address health and economic disparities endured in Native American communities.

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A school connectedness scale for use with adolescents

Cited by 43 publications

References 16 publications

The conceptualisation of school and teacher connectedness in adolescent research: a scoping review of literature

The conceptualisation of school and teacher connectedness in adolescent research: a scoping review of literature

The Efficacy of Drama in Field Experience: A Qualitatıve Study Using Maxqda

Entrepreneurial, Economic, and Social Well-Being Outcomes from an RCT of a Youth Entrepreneurship Education Intervention among Native American Adolescents

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