Perceived Weight Discrimination and School Connectedness among Youth: Does Teacher Support Play a Protective Role?

Autor/inn/en	Golaszewski, Natalie M.; Pasch, Keryn E.; Fernandez, Alejandra; Poulos, Natalie S.; Batanova, Milena; Loukas, Alexandra
Titel	Perceived Weight Discrimination and School Connectedness among Youth: Does Teacher Support Play a Protective Role?
Quelle	In: Journal of School Health, 88 (2018) 10, S.754-761 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Golaszewski, Natalie M.) ORCID (Fernandez, Alejandra)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4391
DOI	10.1111/josh.12682
Schlagwörter	Body Weight; Social Discrimination; Low Achievement; Attendance; Student Attitudes; Correlation; Adolescents; Middle School Students; Middle School Teachers; Teacher Influence; Peer Relationship; Teacher Role; Student School Relationship + Suchen Sie Ihr Suchwort? Körpergewicht; Soziale Benachteiligung; Soziale Schließung; Unterdurchschnittliche Leistung; Anwesenheit; Schülerverhalten; Korrelation; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Peer-Beziehungen; Lehrerrolle; Schüler-Lehrer-Beziehung
Abstract	Bsckground: Weight discrimination has been associated with poor academic performance and decreased school attendance. Little is known about weight discrimination and students' feelings of belonging to their school. This study examined the association between weight discrimination and school connectedness among adolescents. Teacher support was examined as a protective factor. Methods: Middle school students (N = 639; 57% white; Mean age = 12.16 years) completed a health behaviors survey. Weight discrimination from peers and/or good friends was dichotomized into never versus experienced weight discrimination. The mean of 5 school connectedness items assessed level of school connectedness. Teacher support was measured by taking the mean of 4 teacher support items. Hierarchical linear regression was used to examine the association between weight discrimination and school connectedness. Teacher support was tested as a moderator. Results: Weight discrimination was associated with lower levels of school connectedness (p < 0.05). Teacher support was associated with higher levels of school connectedness (p < 0.001) but did not moderate the association between weight discrimination and school connectedness. Conclusion: The association between weight discrimination and low levels of school connectedness is important as students spend most of their time at school and should benefit from the positive effects of feeling connected to school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01