The Relationship between Middle Grade Student Belonging and Middle Grade Student Performance

Autor/inn/en	Faust, Phyllis B.; Ennis, Leslie S.; Hodge, William M.
Titel	The Relationship between Middle Grade Student Belonging and Middle Grade Student Performance
Quelle	In: Alabama Journal of Educational Leadership, 1 (2014), S.43-54 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Middle School Students; Sense of Community; Group Membership; Interpersonal Relationship; Student Empowerment; Outcomes of Education; Grade 6; Suburban Schools; Student Attitudes; Attitude Change; Teacher Student Relationship; Social Support Groups; Satisfaction; Academic Achievement; Competence; Quasiexperimental Design; Factor Analysis; Likert Scales; Correlation; Hypothesis Testing + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Gruppenzugehörigkeit; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Studienberechtigung; Lernleistung; Schulerfolg; School year 06; 6. Schuljahr; Schuljahr 06; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Schülerverhalten; Attitudinal change; Einstellungsänderung; Teacher student relationships; Lehrer-Schüler-Beziehung; Social support; Soziale Unterstützung; Zufriedenheit; Schulleistung; Kompetenz; Faktorenanalyse; Likert-Skala; Korrelation; Hypothesenprüfung; Hypothesentest
Abstract	This study examined the relationship between a middle school initiative to develop student voice, interpersonal relationships, and intrapersonal relationships and students' sense of belonging. The literature indicated a strong connection between students' sense of belonging in school and positive outcomes in and out of the classroom (Deci & Knowles, 2008). The design compared changes in students' perceptions across time. The subjects were 187 male and 156 female sixth-grade students in a suburban school system during the 2011-2012 academic school year. Results indicated a decline in students' perceptions related to teacher and peer support, overall satisfaction, and academic competence. (As Provided).
Anmerkungen	Alabama Association of Professors of Educational Administration. P.O. Box 8368, Dothan, AL 36304. Tel: 334-983-6556 ext. 1-350; Fax: 334-556-1053; Web site: https://sites.google.com/site/aapelorg/home
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01