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ERIC Number: EJ873820
Record Type: Journal
Publication Date: 2010-Feb
Pages: 16
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0303-8300
School Attachment among Taiwanese Adolescents: The Roles of Individual Characteristics, Peer Relationships, and Teacher Well-Being
Wei, Hsi-Sheng; Chen, Ji-Kang
Social Indicators Research, v95 n3 p421-436 Feb 2010
This study examines the effects of individual characteristics (school grade and gender), peer relationships (peer support and peer victimization), and the subjective well-being of teachers (depression and job satisfaction) on students' attachment to school. Twenty-four classes in grades 7 through 9 at two middle schools in Taipei were selected as the sample, and survey data were obtained from students and homeroom teachers. Hierarchical linear modeling was used to conduct a two-level analysis on 720 students and 24 teachers with valid data on all research variables. A series of models were constructed and tested stepwise. The results indicated that students' average school attachment scores varied significantly among classes. A higher school grade was associated with reduced attachment while no gender difference was found. Peer support had a positive influence and peer victimization had a negative effect on school attachment. Finally, job satisfaction of the homeroom teachers positively contributed to students' attachment to school, but teachers' depression had no significant effect. Implications for creating a positive classroom environment were discussed.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 7; Grade 8; Grade 9; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Taiwan (Taipei)