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Autor/inn/en | Raufelder, Diana; Neumann, Nicola; Domin, Martin; Lorenz, Robert C.; Gleich, Tobias; Golde, Sabrina; Romund, Lydia; Beck, Anne; Hoferichter, Frances |
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Titel | Do belonging and social exclusion at school affect structural brain development during adolescence? |
Quelle | In: Child development, 92 (2021) 6, S. 2213-2223Infoseite zur Zeitschrift
PDF als Volltext |
Beigaben | Literaturangaben |
Zusatzinformation | Forschungsdaten, Studiendetails und Erhebungsinstrumente |
Sprache | englisch |
Dokumenttyp | online; gedruckt; Zeitschriftenaufsatz |
ISSN | 0009-3920; 1467-8624 |
DOI | 10.1111/cdev.13613 |
Schlagwörter | Fragebogen; Fragebogenerhebung; Soziale Ausgrenzung; Neuronale Entwicklung; Soziale Bindung; Wohlbefinden; Soziale Beziehung; Adoleszenz; Schulische Motivation; Schulleistung; Leistungsmotivation; Hirnfunktion; Magnetresonanzverfahren; Neurologie; Jugendlicher |
Abstract | Students' sense of belonging presents an essential resource for academic and health outcomes, whereas social exclusion at school negatively impacts students' well-being and academic performance. Aiming to understand how feelings of school-related belonging and exclusion shape the structural brain development, this study applied longitudinal questionnaire-based data and MRI data from 71 adolescent students (37 females, M AGE at t1=15.0; t2=16.1? years). All were white participants from Germany. Voxel-based morphometry revealed only an association of social exclusion (and not of belonging) and gray matter volume in the left anterior insula: From t1 to t2, there was less gray matter decrease, the more social exclusion students perceived. School-related social exclusion and disturbed neurodevelopment are thus significantly associated. (Orig.). |
Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
Update | 2022/2 |