Sense of Belonging among High School Students Representing 4 Ethnic Groups

Autor/inn/en	Faircloth, Beverly S.; Hamm, Jill V.
Titel	Sense of Belonging among High School Students Representing 4 Ethnic Groups
Quelle	In: Journal of Youth and Adolescence, 34 (2005) 4, S.293-309 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-2891
DOI	10.1007/s10964-005-5752-7
Schlagwörter	Ethnic Groups; High School Students; Structural Equation Models; Student Attitudes; Interpersonal Relationship; Student Motivation; Academic Achievement; Student Surveys; Peer Relationship; Teacher Student Relationship; Student School Relationship + Suchen Sie Ihr Suchwort? Ethnie; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülerverhalten; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Schulische Motivation; Schulleistung; Schülerbefragung; Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung; Schüler-Lehrer-Beziehung
Abstract	The authors investigated the dimensions and mechanisms of belonging relevant to motivation and achievement among high school students representing 4 ethnic groups. Using survey data from 9th to 12th grade students (N = 5,494) attending 7 ethnically-diverse high schools, structural equation modeling was employed to explore, independently for each ethnic group, the relationships between students' perceptions of their belonging (encompassing relationships with teachers and peers, extracurricular involvement, and perceived ethnic-based discrimination), motivation (efficacy beliefs and valuing school activities), and academic success. All 4 measures of belonging were significant for European-American and Latino students. However, friendship nominations were not significant for all groups, suggesting potential variability in perspectives across ethnic groups. The strength of the structural model postulating belonging as a mediator, including statistically significant indirect paths, supported the hypothesis that the belonging construct accounted for much of the relationship between student motivation and success across groups. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10