Antecedents and Consequences of School Belonging: Empirical Evidence and Implications for Practices

Abstract

There are number of theoretical orientations, which may account and explain students' learning and performance outcomes in various domains of functioning. Triarchic relations between three major theoretical orientations were proposed and explored in this study. In their sequencing of predictive effects, these included: personal self-efficacy, school belonging, and academic disengagement. The proposition, in this case, stipulated both personal self-efficacy and academic disengagement as antecedent and consequence of belonging, respectively. These three variables are also conceptualized, centrally, between prior learning experience and future performance in mathematics. Two hundred and ninety 12 th grade students (152 boys and 138 girls) participated in this study. Self-rating responses of Likert-scale inventories (e.g., MSLQ) were analysed using structural equation modelling procedures. Structural analyses yielded some significant evidence, notably the impact of both personal self-efficacy beliefs and a sense of belonging on academic performance in mathematics. A positive sense of belonging to school also relates inversely to academic disengagement. Finally, consistent with Bandura's (1986, 1997) social cognitive theory, personal self-efficacy is central to the relation between enactive learning experience and academic performance.

The moderating effects of intrinsic load on the relationship between self‐regulated effort and germane load

“…Additionally, the wording of the items was slightly modified to represent the context of this study. This is also justified by numerous studies (Ergul, ; Johnson & Sinatra, ; Lawanto, ; Lynch & Dembo, ; Nie et al, ; Phan, ; Simon et al, ; Wolters, Pintrich, & Karabenick, ). The Cronbach's α for self‐regulated effort was .727, which though lower than intrinsic load and germane load, is still appropriate for this type of research.…”

Ergenlerde Okul Aidiyeti, Okul İşlevleri ve Psikolojik Uyum Arasındaki İlişkinin İncelenmesi

“…Bu duygu bireyin kendisini okulda önemli ve saygı duyulan biri olarak hissetmesi sonucunda oluşur (Booker, 2004). Son yıllarda okul aidiyetine ilişkin yapılan çalışmalarda Türkiye'de (Doğan ve Özdemir, 2019;Erdem, 2017;Özdemir, Sezgin, Şirin, Karip ve Erkan, 2010) ve dünyada (Kim, Furlong ve Dowdy, 2019;Korpershoek, Canrinus, Fokkens-Bruinsma ve de Boer, 2019;Phan, 2013) önemli bir artış yaşansa da okul aidiyetinin ergenlerin psikolojik uyumu ve okul işlevleri üzerindeki etkisine ilişkin çalışmaların sayısı, kapsamı ve özellikle de kuramsal alt yapıları açısından oldukça sınırlı kaldığı görülmektedir. Özellikle Türkiye'de okul aidiyetine ilişkin yapılan çalışmaların sınırlı olması, yeni çalışmaların önemini daha da arttırmaktadır.…”

“Go Girls!”: psychological and behavioral outcomes associated with a group-based healthy lifestyle program for adolescent girls

“…In particular, when girls experience positive connections to their school, peers, or important adults (e.g., teachers, mentors, etc. ), this has been found to be positively associated with adolescent girls' academic motivation and performance [10,13,14]. Thus, programs that target girls' health behaviors within a context that promotes a sense of belonging (i.e., positive interpersonal connections) may be particularly effective for adolescent girls.…”