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ERIC Number: EJ917079
Record Type: Journal
Publication Date: 2011-Apr
Pages: 4
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-1041-6080
Trajectories of Chinese Students' Sense of School Belonging and Academic Achievement over the High School Transition Period
Liu, Yangyang; Lu, Zuhong
Learning and Individual Differences, v21 n2 p187-190 Apr 2011
The present study identified the different patterns of Chinese students' academic achievement trajectories over the high school transition period and examined the relationships between students' sense of school belonging trajectories and the different patterns of academic achievement trajectories. In a sample of 567 Chinese high school students, a growth mixture model identified three different patterns of academic achievement trajectories. These were classified as the increasing class, decreasing class and normative class. The structural equation model then indicated that neither the initial status nor the rate of change of students' sense of school belonging significantly predicted the changes in their academic achievement over the high school transition period. The findings challenged the links between sense of school belonging and academic achievement. (Contains 3 tables and 2 figures.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China