What Schools Need to Know About Fostering School Belonging: a Meta-analysis

Allen, Kelly‐Ann; Kern, Margaret L.; Vella-Brodrick, Dianne; Hattie, John; Waters, Lea

doi:10.1007/s10648-016-9389-8

Cited by 589 publications

(550 citation statements)

References 114 publications

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“…The results of the current study demonstrated a negative relationship between a sense of belonging to school and academic stress, which is in line with previous studies (Allen et al, 2018; Liu & Lu, 2012; Sun, Dunne, Hou, & Xu, 2013). It seems reasonable to assume that stress of any kind may hinder interpersonal relationships.…”

Section: Discussionsupporting

confidence: 93%

“…The overall score of SBS is made by totaling responses. The marks range from 0 to 120; the greater the score, the higher the level of a sense of belonging to school (Allen et al, 2018). For the present study, the measure had good reliability and internal consistency ( α = .85).…”

Section: Methodsmentioning

confidence: 99%

“…For example, in the academic literature, a sense of school belonging has been described as interest and engagement in school (Wentzel, 1994), participation in school activities (Roeser, Midgley, & Urdan, 1996), and related to the quality of students' interpersonal interactions (Booker, 2006). Other scholars have used definitions of school belonging that consider a student's sense of belonging to school as a multidimensional construct (e.g., Allen, Kern, Vella‐Brodrick, Hattie, & Waters, 2018; Goodenow & Grady, 1993). While various terms and definitions exist to describe school belonging, Goodenow and Grady's (1993) definition is used widely (Allen et al, 2018; Hernández, Robins, Widaman, & Conger, 2016; Wentzel, Russell, & Baker, 2016; Won, Wolters, & Mueller, 2018) and operationalised through the Psychological Sense of School Membership scale (Goodenow & Grady, 1993).…”

Section: Introductionmentioning

confidence: 99%

“…Therefore, students with these characteristics are less likely to experience academic stress. To build on the existing empirical literature from Iran and other countries (e.g., Abdollahi & Noltemeyer, 2018; Abdollahi et al, 2018; Allen et al, 2018), the purpose of this study was to examine the relationships between school belonging, academic hardiness, and academic stress. The second aim of this study was to test the mediating role of academic hardiness in the link between a sense of belonging to school and academic stress.…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Academic hardiness as a mediator for the relationship between school belonging and academic stress

Abdollahi

Panahipour

Tafti

et al. 2020

Psychology in the Schools

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Academic stress is a commonly reported affective state by high school students that can be accompanied by unwanted and unhelpful short‐ and long‐term implications including a low sense of school belonging. Understanding how academic stress may be alleviated or managed by students is an essential consideration for all schools concerned with student well‐being. This study aimed to examine the relationship between academic stress and sense of school belonging, as well as the mediation effect of academic hardiness. Four hundred and five high school students from six schools in Tehran (Iran) were recruited in the study. Data analyses with Structural Equation Modeling revealed that a sense of belonging to school (β = −.38, p < .01) and academic hardiness (β = −.40, p < .01) were significant predictors of academic stress. Bootstrapping analysis showed that academic hardiness acted as a mediator between a sense of belonging to school and academic stress. The findings elucidate the underlying mechanism in how low school belonging may lead to academic stress in high school students. Creating a culture of school belonging and teaching and supporting skills related to academic hardiness should be key considerations for all schools seeking to reduce academic stress experienced by their students.

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Section: Discussionsupporting

confidence: 93%

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Academic hardiness as a mediator for the relationship between school belonging and academic stress

Abdollahi

Panahipour

Tafti

et al. 2020

Psychology in the Schools

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“…According to some studies, compared to boys, girls often value education more, show superior academic performance, and engage more in school activities, and, as a result, have higher SOSB (e.g., Allen, Kern, Vella‐Brodrick, Hattie, & Waters, ; Goodenow, ; Ma, ; Witherspoon & Ennett, ). However, other studies have shown greater SOSB among boys than girls (Bonny, Britto, Klostermann, Hornung, & Slap, ; Galliher, Rostosky, & Hughes, ) and still others have shown no significant gender differences in SOSB (Cupito et al, ; Sirin & Rogers‐Sirin, ).…”

Section: Gender Difference In Sosbmentioning

confidence: 99%

Sense of school belonging: Psychometric properties and differences across gender, grades, and East Asian societies

et al. 2019

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As students’ sense of school belonging (SOSB) is essential for their psychosocial well‐being and academic success, developing precise measures of SOSB is critical for assessing it properly. After an unrelated item was deleted, the SOSB scale showed good psychometric properties, based on Rasch analysis of data from 36,963 students in Grade 4 or Grade 8 from four East Asian societies. While no items showed gender differential item functioning (DIF), two items showed substantial society DIF, and two items showed grade DIF in Japan and South Korea. Concurrent equating created a common measurement scale for the four societies for future comparisons. The multigroup random slope two‐level analysis of the concurrent SOSB measures showed that SOSB is higher among girls than boys. From Grade 4 to Grade 8, SOSBs dropped substantially, especially for South Korea, and gender gaps decreased in Hong Kong, Japan, and South Korea. Hence, studies of interventions to improve SOSB, especially for boys and students in later grades, are vital.

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Classroom social networks, students' peer‐related social experiences and sense of belonging: The specific case of students with SEN

Freire,

Roçadas,

Pipa

et al. 2024

British Educational Res J

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One main argument for inclusion refers to the social benefits that students with SEN might have from being in contact with typically developing classmates. Students' sense of belonging to the classroom is also a relevant dimension of inclusion, given its importance for positive emotional and social development and academic motivation. Yet, studies specifically focused on students with SEN show mixed results regarding their sense of belonging. While some studies have highlighted the effect of classroom social networks on peer‐related social experiences, to our knowledge no study has examined its effect on the sense of belonging. Thus, the goal of the current study is to examine the associations between the structure of classroom social networks, peer‐related social experiences in the classroom and the sense of belonging of students with and without SEN. The participants were 914 students (56% boys, 10% SEN, average age 12.68) attending Portuguese schools. Contrary to what was expected, although students with SEN were, on average, more rejected and less accepted by the peer group than students without SEN, they did not differ in their levels of sense of belonging. In addition, the structure of classroom social networks was associated with students' belonging in unexpected ways. Results point to the importance of creating social conditions in the classroom to facilitate positive peer interactions and relationships, and the need for teachers to pay attention to the social structure of the classroom in order to create a positive atmosphere where all students feel accepted, respected, valued and a part of the classroom.

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What Schools Need to Know About Fostering School Belonging: a Meta-analysis

Cited by 589 publications

References 114 publications

Academic hardiness as a mediator for the relationship between school belonging and academic stress

Academic hardiness as a mediator for the relationship between school belonging and academic stress

Sense of school belonging: Psychometric properties and differences across gender, grades, and East Asian societies

Classroom social networks, students' peer‐related social experiences and sense of belonging: The specific case of students with SEN

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