The Role of Sports in School Belonging of Syrian Refugee Students in Turkey

Sağin, Ahmet Enes; YÜCEKAYA, Mehmet Akif; Uğraş, Sinan; Temel, Cenk

doi:10.19160/e-ijer.1024983

Cited by 4 publications

(2 citation statements)

References 48 publications

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“…The results of the current study support previous findings that students' sense of school belonging significantly affects their school satisfaction (Boker, 2023;Griffith, 1997;McMahon et al, 2008). Furthermore, studies on immigrant students indicate that school belonging is a significant predictor of school satisfaction (Fung Lam et al, 2015;Sağın et al, 2022;Stebleton et al, 2015).…”

Section: Bootstrappingsupporting

confidence: 89%

Mediating role of academic grit and subjective vitality in the relationship between school belongingness and school satisfaction among middle school students who migrated after an earthquake

Özdoğan

2023

JOHAH

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On February 6, 2023, two catastrophic earthquakes hit Turkey on the same day, which was called the biggest disaster of the last century. Following this disaster, some students living in 10 provinces affected by the earthquakes decided to leave their hometowns and continue their education in different cities. In recent years, the concepts of school belonging and school satisfaction have gained prominence in the relevant literature. However, little is known about the mechanisms that mediate the relationship between school satisfaction and school belonging. Therefore, the purpose of this study was to examine the mediating effects of academic grit and subjective vitality on the relationship between students' school belonging and school satisfaction. The study participants consisted of middle school students who moved to another city after the earthquakes and started attending different schools in those cities. A total of 550 students participated in the study, consisting of 312 girls and 238 boys. The age of the participating students ranged from 10 to 15 years (M=12.43, SD=1.07). In the current study, the data collection instruments included a personal information form developed by the researcher, the School Belongingness Scale, the Comprehensive School Satisfaction Scale for Children, the Academic Grit Scale, and the Subjective Vitality Scale. The results of the study indicate that academic grit and subjective vitality play a significant mediating role in the relationship between school belonging and school satisfaction. In addition, all path coefficients in the current study are significantly positive. Based on the results of the study, some suggestions are offered to increase school satisfaction among middle school students.

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Section: Bootstrappingsupporting

confidence: 89%

Mediating role of academic grit and subjective vitality in the relationship between school belongingness and school satisfaction among middle school students who migrated after an earthquake

Özdoğan

2023

JOHAH

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“…Outdoor activities can play an important role in increasing children's sense of belonging to school. Because physical activities not only provide physical competence and improve movement skills, but also contribute to personal enjoyment, social adaptation, personal development, and social change (Makarova & Herzog, 2014;Sağın et al, 2022). Therefore, outdoor play can be an effective strategy in promoting children's belonging to school, especially after crisis situations.…”

Section: Discussionmentioning

confidence: 99%

Together but Alone: Belonging at Return back to School in the Post-Crisis

Yağan,

Aydos,

Aydın

et al. 2023

TPICD

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Aim of the research is to understand the experiences of children at school in the post-pandemic process and examine the belongings of children attending preschool education through the new normal period in the post-crisis. Phenomenological approach was used as a qualitative method. Aligned to this emphasis of the phenomenological approach, it is conducted to give meaning to the perceptions of young children through the concept of belonging regarding school in the new normal. The participants consisted of 12 girls and 12 boys aged between 65 and 78 months, mainly from middle-class backgrounds. Data was gathered via semi-structured interview form, including the questions about being at school in pre-pandemic, receiving distance learning during quarantine, and being at school during post-pandemic to reveal the experiences of children. As the last question of the interview, each child was asked to draw a picture about his/her school, friends, and the teacher. Findings of the study have identified with the phenomenon of “Play: Together but Alone”. Play is also a tool for children to feel a sense of belonging to school and creates opportunities for children to have social, emotional, and physical experiences with their peers. In the study, children's belonging to school has been explained based on "play" and discussed with the themes of social, emotional, and physical belonging.

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