Review of School Belonging

DOI

10.2991/icsste-15.2015.213How to use a DOI?

Keywords

school belonging,school climate, academic performance, self-conception

Abstract

School belonging can be concisely viewed as students’ perception of being involved, recognized and supported. The prevailing form of assessments is self-reported questionnaires. Current researches find that school belonging correlates positively with academic performance and self-conception whilenegatively with problem behaviors, including school attrition, substance abuse and bullying. School belonging may be influenced by relationships with peers and teachers, involvement in school-based activities, identification with school values, academic performance and the grade. However, the effect of gender and ethnicity is still controversial and remains to be further scrutinized. Investigators propose three theories, that is, stage-environment fit theory, self-system theory and participation-identification theory to explain the mechanism of school belonging. Future orientations urges for longitudinal studies and experiments. Cross-cultural characteristics should be taken into consideration as well. The spectrum of participants should extend from a variety of students to staff in school.

Copyright

© 2015, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Qin Yuhui
AU  - Wan Xiang
PY  - 2015/04
DA  - 2015/04
TI  - Review of School Belonging
BT  - Proceedings of the 2015 International Conference on Social Science and Technology Education
PB  - Atlantis Press
SP  - 830
EP  - 836
SN  - 2352-5398
UR  - https://doi.org/10.2991/icsste-15.2015.213
DO  - 10.2991/icsste-15.2015.213
ID  - Yuhui2015/04
ER  -