Youth Perceptions of Life at School: Contextual Correlates of School Connectedness in Adolescence

Autor/in	Whitlock, Janis L.
Titel	Youth Perceptions of Life at School: Contextual Correlates of School Connectedness in Adolescence
Quelle	In: Applied Developmental Science, 10 (2006) 1, S.13-29 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8691
Schlagwörter	Focus Groups; Student Interests; Academic Achievement; Grade 8; Grade 10; Grade 12; Student School Relationship; School Policy; Predictor Variables; Outcomes of Education; Context Effect; Correlation; Safety; Creativity; Learner Engagement; Educational Practices; Student Attitudes; Surveys; Educational Environment + Suchen Sie Ihr Suchwort? Studieninteresse; Schulleistung; School year 08; 8. Schuljahr; Schuljahr 08; School year 12; 12. Schuljahr; Schuljahr 12; Schüler-Lehrer-Beziehung; Schulpolitik; Prädiktor; Lernleistung; Schulerfolg; Korrelation; Sicherheit; Kreativität; Bildungspraxis; Schülerverhalten; Survey; Umfrage; Befragung; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	A growing body of research shows school connectedness to be a powerful predictor of adolescent health and academic outcomes. This study advances a theoretically grounded definition of school connectedness and triangulates qualitative and quantitative methods to assess contextual correlates to school connectedness in 8th, 10th, and 12th grade youth. A survey examined the relationship between school connectedness and 4 developmental supports: meaningful roles at school, safety, creative engagement, and academic engagement as well as demographic and contextual control variables. Followup focus groups were used to identify other potentially salient contextual correlates. Findings from both methods suggest that school connectedness is strongly affected by opportunities for meaningful input into school policies and the extent to which class material engages student interests. Focus groups highlight the importance of youth-adult exchange in and outside of the classroom. Findings also revealed distinct differences by grade. Implications for school policy and practice as well as for future research in school connectedness are discussed. (Contains 1 footnote, 5 tables, and 1 figure.) (As Provided).
Anmerkungen	Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10