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ERIC Number: EJ1245927
Record Type: Journal
Publication Date: 2019-Dec
Pages: 12
Abstractor: As Provided
ISSN: EISSN-0267-1611
School Belonging in Adolescents: Exploring the Associations with School Achievement and Internalising and Externalising Problems
Arslan, Gökmen
Educational & Child Psychology, v36 n4 p22-33 Dec 2019
Aim(s): School belonging is critically important for both school-based outcomes and psychosocial adjustment of adolescents. The purpose of this study is to present further validation evidence for the School Belongingness Scale (SBS) and investigate the predictive effect of the school belonging on school achievement and mental health outcomes (i.e. internalising and externalising problems) in elementary school students. Method: Participants included 223 students from a public elementary school in an urban city, Turkey (51.1 per cent female and 48.9 per cent male ranging in age from 10 to 15 years (M = 12.09; SD = 1.03)). Findings: Findings of the study revealed that the scale had excellent data-model fit statistics, supporting the higher-order school belonging latent structure, comprising of two first-order constructs (i.e. social inclusion and exclusion), adequate-to-strong factor loadings, and adequate latent construct (H) and internal ([alpha]) reliability coefficients. Further outcomes indicated that school belonging had a strong predictive effect on school achievement, internalising and externalising behaviours among elementary school students. Limitations: While the study utilised a cross-sectional approach and is unable to provide causality, the preliminary findings have implications for schools and future research. Conclusions: The study results provide further evidence supporting the impacts of school belonging in promoting youth academic functioning and mental health.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey
Grant or Contract Numbers: N/A