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School belonging: An exploration of ...

Gordon, Cheryl Faye.

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School belonging: An exploration of secondary students' perceptions of life at school.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	School belonging: An exploration of secondary students' perceptions of life at school./
作者:	Gordon, Cheryl Faye.
面頁冊數:	101 p.
附註:	Source: Dissertation Abstracts International, Volume: 71-10, Section: A, page: .
Contained By:	Dissertation Abstracts International71-10A.
標題:	Education, Middle School. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3421751
ISBN:	9781124225784

School belonging: An exploration of secondary students' perceptions of life at school.
Gordon, Cheryl Faye.

School belonging: An exploration of secondary students' perceptions of life at school. - 101 p.

Source: Dissertation Abstracts International, Volume: 71-10, Section: A, page: .

Thesis (Ph.D.)--University of Washington, 2010.

School belonging has been studied as a unidimensional construct in relation to outcome variables. Researchers have not identified factors that contribute to school belonging. The purpose of the present study was to (a) evaluate a conceptual model of school belonging in which six domains contributed to perceived belonging, (b) investigate grade differences in the perceived sense of school belonging for students in middle and high school, and (c) explore the role of gender in perceived belonging. The six domains consisted of (a) classroom climate, (b) teacher support, (c) quantity of friends, (d) quality of friends, (e) academic self-concept, and (f) grades. The sample consisted of 407 ethnically diverse secondary students from seventh, ninth, and eleventh grades in one school district. Self-report questionnaires were administered during one class period. Results from analyses suggested that classroom climate, teacher support, quantity of friends, and self-reported grades each contributed unique variance to school belonging.

ISBN: 9781124225784Subjects--Topical Terms:

1030813
Education, Middle School.

School belonging: An exploration of secondary students' perceptions of life at school.
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245 1 0 $a School belonging: An exploration of secondary students' perceptions of life at school.
300 $a 101 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-10, Section: A, page: .
500 $a Adviser: Diane Carlson Jones.
502 $a Thesis (Ph.D.)--University of Washington, 2010.
520 $a School belonging has been studied as a unidimensional construct in relation to outcome variables. Researchers have not identified factors that contribute to school belonging. The purpose of the present study was to (a) evaluate a conceptual model of school belonging in which six domains contributed to perceived belonging, (b) investigate grade differences in the perceived sense of school belonging for students in middle and high school, and (c) explore the role of gender in perceived belonging. The six domains consisted of (a) classroom climate, (b) teacher support, (c) quantity of friends, (d) quality of friends, (e) academic self-concept, and (f) grades. The sample consisted of 407 ethnically diverse secondary students from seventh, ninth, and eleventh grades in one school district. Self-report questionnaires were administered during one class period. Results from analyses suggested that classroom climate, teacher support, quantity of friends, and self-reported grades each contributed unique variance to school belonging.
520 $a There were no mean level grade or gender differences in students' perceived school belonging. Mean level grade and gender differences were found for students' perceived classroom climate, teacher support, and friendship quantity. Ninth grade boys reported greater perceived teacher support than ninth grade girls. Girls were more likely to view their classroom climate as positive and their teachers as supportive than boys overall. There were mean level grade and gender interactions for friendship quantity. Seventh grade girls believed they had significantly more friends and higher quality friendships than seventh grade boys. Ninth grade students believed they had significantly larger quantities of friends than eleventh grade students. Girls reported their friendships as higher in quality than boys. The pattern of results indicates that relationships are a critical component of school belonging and must be included when studying school belonging among secondary students. These findings provide evidence that school belonging is a multi-faceted construct that needs to be studied from a multidimensional perspective.
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