The relations between students' sense of school belonging, perceptions of school kindness and character strength of kindness

2021 ◽  
Vol 84 ◽  
pp. 95-108
Author(s):  
Chi-Kin John Lee ◽  
Jing Huang
Keyword(s):  
School Belonging ◽  
Character Strength ◽  
Sense Of School Belonging ◽  
Perceptions Of School

School Belonging, Educational Aspirations, and Academic Self-Efficacy among African American Male High School Students: Implications for School Counselors

2008 ◽  
Vol 11 (5) ◽  
pp. 2156759X0801100
Author(s):  
Chinwe J. Uwah ◽  
H. George McMahon ◽  
Carolyn F. Furlow
Keyword(s):  
High School Students ◽  
School Counselors ◽  
Self Efficacy ◽  
African American Male ◽  
Educational Aspirations ◽  
School Belonging ◽  
School Students ◽  
Male High School ◽  
Academic Self Efficacy ◽  
Perceptions Of School

While academic self-efficacy is widely considered an individual cognitive variable, it may be influenced by a sense of belonging and connection to others in the school community. Using a correlation and multiple regression design, the study in this article examined the relationship between perceptions of school belonging, educational aspirations, and academic self-efficacy among 40 African American male high school students. Results indicated that feeling encouraged to participate and educational aspirations were significant, positive predictors of academic self-efficacy. Other components of perceptions of school belonging were not significant in predicting academic self-efficacy. Recommendations for future research and practical suggestions for school counselors are discussed.

scholarly journals Sense of School Belonging and Paediatric Illness: A Scoping Review

2021 ◽  
Vol 2 (1) ◽  
pp. 121-134
Author(s):  
Lucrezia Tomberli ◽  
Enrica Ciucci
Keyword(s):  
Scoping Review ◽  
School Belonging ◽  
Sense Of School Belonging

scholarly journals The contribution of South African teachers to students’ sense of belonging and mathematics achievement: Students’ perspective from the 2015 Trends in International Mathematics and Science Study

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
Fabian Arends ◽  
Mariette Visser
Keyword(s):  
School Environment ◽  
Sense Of Belonging ◽  
Economic Status ◽  
School Belonging ◽  
School Life ◽  
Science Study ◽  
High Positive Correlation ◽  
Sense Of School Belonging ◽  
Students Attitudes ◽  
Mathematics And Science

Background: The role of teachers in nurturing students’ sense of belonging cannot be over-emphasised. Students who do not feel accepted by their teachers are at risk of withdrawing from school life and feeling disaffected. This study contributes to theories on school belonging by investigating the contribution of teachers to students’ sense of school belonging, the association of students’ attitudes towards teachers, and their sense of school belonging with students’ mathematics achievement.Aim: To provide empirical evidence of how students’ attitudes towards teachers contributed to their sense of school belonging, as well as their mathematics achievement.Setting: A representative sample of 10932 grade 5 students at 297 schools in South Africa completed a contextual questionnaire and a mathematics assessment during the 2015 Trends in International Mathematics and Science Study (TIMSS).Methods: The TIMSS 2015 data were used to develop indicators of students’ attitudes towards teachers, sense of school belonging and home socio-economic status. Absenteeism and the extent of bullying were also considered. Descriptive and inferential statistical analyses were performed.Results: A high positive correlation between students’ attitudes towards teachers and their sense of school belonging was found. Students’ attitudes towards teachers and their sense of belonging contributed significantly to mathematics achievement.Conclusion: The study confirms the crucial role that a sound student–teacher relationship plays in a healthy sense of school belonging and in terms of academic performance. The school environment should be managed in a manner that allows for mentoring relationships between students and teachers to be strengthened.

The Relationship between Emotion Regulation, School Belonging, and Psychosocial Difficulties among Adolescents with Specific Learning Disorder

2020 ◽  
Author(s):  
Daphne Kopelman-Rubin ◽  
Alana Siegel ◽  
Noa Weiss ◽  
Inna Kats-Gold
Keyword(s):  
Emotion Regulation ◽  
Public Schools ◽  
School Belonging ◽  
Learning Disorder ◽  
Specific Learning Disorder ◽  
Sense Of School Belonging ◽  
Eighth Grade Students ◽  
Psychosocial Difficulties ◽  
The Relationship ◽  
Specific Learning

Abstract This study explores the relationship between emotion regulation and psychosocial difficulties among adolescents with a specific learning disorder (SLD) and examines the role of the sense of school belonging in this connection. Participants were 249 seventh- and eighth-grade students diagnosed with SLD (146 boys, 103 girls) from 11 urban public schools. The analysis indicated that the total effect of students’ emotion regulation on the degree of psychosocial difficulties was significant: the better the students’ ability to regulate emotions, the lower their degree of psychosocial difficulties. This association was significantly mediated by a student’s sense of school belonging. Furthermore, the better the student’s ability to regulate emotions, the higher their sense of school belonging, which was in turn linked with fewer psychosocial difficulties. The article concludes with a discussion of theoretical and applied implications of the findings.

Sign in / Sign up

Export Citation Format

Share Document