What Schools Need to Know about Fostering School Belonging: A Meta-Analysis

Autor/inn/en	Allen, Kelly; Kern, Margaret L.; Vella-Brodrick, Dianne; Hattie, John; Waters, Lea
Titel	What Schools Need to Know about Fostering School Belonging: A Meta-Analysis
Quelle	In: Educational Psychology Review, 30 (2018) 1, S.1-34 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-726X
DOI	10.1007/s10648-016-9389-8
Schlagwörter	Meta Analysis; Student School Relationship; Individual Characteristics; Adolescents; Student Motivation; Emotional Response; Parent Role; Peer Influence; Teacher Role; Gender Differences; Racial Differences; Ethnicity; Extracurricular Activities; School Safety; Correlation; Educational Environment; Literature Reviews + Suchen Sie Ihr Suchwort? Meta-analysis; Metaanalyse; Schüler-Lehrer-Beziehung; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Schulische Motivation; Emotionales Verhalten; Parental role; Elternrolle; Lehrerrolle; Geschlechterkonflikt; Rassenunterschied; Ethnizität; Außerunterrichtliche Aktivität; Korrelation; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	Belonging is an essential aspect of psychological functioning. Schools offer unique opportunities to improve belonging for school-aged children. Research on school belonging, however, has been fragmented and diluted by inconsistency in the use of terminology. To resolve some of these inconsistencies, the current study uses meta-analysis of individual and social level factors that influence school belonging. These findings aim to provide guidance on the factors schools should emphasise to best support students. First, a systematic review identified 10 themes that influence school belonging at the student level during adolescence in educational settings (academic motivation, emotional stability, personal characteristics, parent support, peer support, teacher support, gender, race and ethnicity, extracurricular activities and environmental/school safety). Second, the average association between each of these themes and school belonging was meta-analytically examined across 51 studies (N = 67,378). Teacher support and positive personal characteristics were the strongest predictors of school belonging. Results varied by geographic location, with effects generally stronger in rural than in urban locations. The findings may be useful in improving perceptions of school belonging for secondary students through the design of policy, pedagogy and teacher training, by encouraging school leaders and educators to build qualities within the students and change school systems and processes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01