School Belonging and School Misconduct: The Differing Role of Teacher and Peer Attachment

Autor/inn/en	Demanet, Jannick; Van Houtte, Mieke
Titel	School Belonging and School Misconduct: The Differing Role of Teacher and Peer Attachment
Quelle	In: Journal of Youth and Adolescence, 41 (2012) 4, S.499-514 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-2891
DOI	10.1007/s10964-011-9674-2
Schlagwörter	Student Adjustment; Immigrants; Behavior Problems; Student Behavior; School Culture; Prevention; Attachment Behavior; Student Attitudes; Correlation; Teacher Student Relationship; Peer Relationship; Foreign Countries; Belgium + Suchen Sie Ihr Suchwort? Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Immigrant; Immigrantin; Immigranten; Student behaviour; Schülerverhalten; Schulkultur; Schulleben; Prävention; Vorbeugung; Attachment; Bindungsverhalten; Korrelation; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Ausland; Belgien
Abstract	The schools-as-communities perspective provides a popular explanation for school-disruptive behavior, stating that interpersonal bonding at school and feelings of school belonging prevent misconduct. In this article, we build on this perspective in three ways. First, we test whether the preventive influence of school belonging acts at the individual or school level. Secondly, we test whether a distinction should be made between the different actors with whom students bond at school, by assessing whether perceived teacher support, school belonging, and peer attachment relate differently to school misconduct. Lastly, the present study investigates whether the associations of bonding with teachers, peers and the school with school misconduct differ by socio-ethnic school context. Multilevel analyses were performed on data from the Flemish Educational Assessment. The sample consisted of 11,872 students (51.4% female) in 85 schools, most of whom were natives (88.8%), with immigrants (11.2%) mostly having Turkish or Moroccan backgrounds (both about 30% of immigrants in the sample), and others Southern-European (16%), Eastern-European (8%), North-African (5%), or other (17%) backgrounds. Results showed that the students' individual feelings of bonding with peers, teachers and school associate with school misconduct, rather than the overall school cohesion. Results further showed that, while higher perceived teacher support and school belonging related to less school misconduct, higher peer attachment was associated with higher rates of school misconduct. No differences were found by socio-ethnic context. Implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10