Fostering a Sense of Belonging at an International School in France: An Experimental Study

Autor/inn/en	Dunleavy, Gráinne; Burke, Jolanta
Titel	Fostering a Sense of Belonging at an International School in France: An Experimental Study
Quelle	In: Educational & Child Psychology, 36 (2019) 4, S.34-45 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-1611
Schlagwörter	International Schools; Student School Relationship; Life Satisfaction; Comparative Analysis; Intervention; Grade 4; Grade 5; Elementary School Students; Well Being; Peer Groups; Foreign Countries; Measures (Individuals); Friendship; Self Concept; Educational Experience; Student Attitudes; France + Suchen Sie Ihr Suchwort? International school; Internationale Schule; Schüler-Lehrer-Beziehung; Lebensvollendung; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Well-being; Wellness; Wohlbefinden; Gleichaltrigengruppe; Peer Group; Ausland; Messdaten; Freundschaft; Selbstkonzept; Bildungserfahrung; Schülerverhalten; Frankreich
Abstract	Aim(s): The sense of belonging is considered one of the basic human needs, supporting engagement in education and increasing wellbeing. Yet few studies have attempted to enhance levels of student belonging in school, which is what the current study aimed to do. The aim of this study was to examine the impact of a classroom-based, peer intervention to enhance students' sense of belonging Method/rationale: An experimental study was carried out with 55 fourth and fifth grade students, aged nine to eleven, at an international school in France. Two measures were used: The Psychological Sense of School Membership (PSSM), which measured students' sense of belonging, and the Multidimensional Students' Life Satisfaction Scale (MSLSS) evaluating their life satisfaction. Data were collected from the experimental and wait/control group before, immediately post intervention and a month later. Findings: Results of the full-scale tests demonstrate statistically significant growth in mean values in both the PSSM school belonging measure and the MSLSS student life satisfaction measure. Statistically significant growth was also found when the peer group questions were separated from the overall scale, but not in the friendships' subsection of the MSLSS. Limitations: Future studies should consider a larger sample and an experiment with students from at least two schools. Conclusions: Results provided evidence for the effectiveness of an intervention to enhance school belonging and student life satisfaction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01