Does the Nature of Schools Matter? An Exploration of Selected School Ecology Factors on Adolescent Perceptions of School Connectedness

Autor/inn/en	Waters, Stacey; Cross, Donna; Shaw, Therese
Titel	Does the Nature of Schools Matter? An Exploration of Selected School Ecology Factors on Adolescent Perceptions of School Connectedness
Quelle	In: British Journal of Educational Psychology, 80 (2010) 3, S.381-402 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1348/000709909X484479
Schlagwörter	Emotional Problems; Academic Achievement; Grade 9; Grade 8; Writing Skills; Student Characteristics; Adolescents; Secondary School Students; Student Attitudes; Predictor Variables; Institutional Characteristics; Student School Relationship; School Attitudes; Family Relationship; Educational Environment; School Culture; Peer Relationship + Suchen Sie Ihr Suchwort? Schulleistung; School year 09; 9. Schuljahr; Schuljahr 09; School year 08; 8. Schuljahr; Schuljahr 08; Writing skill; Schreibfertigkeit; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Sekundarschüler; Schülerverhalten; Prädiktor; Schüler-Lehrer-Beziehung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schulkultur; Schulleben; Peer-Beziehungen
Abstract	Background: Connectedness to school is a significant predictor of adolescent health and academic outcomes. While individual predictors of connectedness have been well-described, little is known about school-level factors which may influence connectedness. A school's ecology, or its structural, functional, and built aspects, coupled with interpersonal interactions, may also help to enhance adolescent connectedness. Aim: This study aims to identify school ecological characteristics which predict enhanced connectedness in secondary school. Sample: Data from 5,159 Grade 8 students (12-13 years) from 39 randomly selected schools were tracked until the end of Grade 9 (13-14 years). Method: Students' self-reported school, teacher, and family connectedness, mental health and peer relationships were measured at two time points. Accounting for school-level clustering, student- and school-level ecological characteristics were modelled on self-reported school connectedness in Grades 8 and 9. Results: Students' higher school connectedness in Grades 8 and 9 was influenced by greater levels of family connectedness, fewer classroom and peer problems, less difficult secondary school transition, fewer emotional problems, and greater prosocial skills. Seven school-level ecological variables were significantly associated with school connectedness after controlling for student-level predictors. At the school-level, priority for pastoral care and students' aggregated writing skills scores significantly predicted concurrent and future enhanced connectedness. Conclusions: Interventions to improve students' school connectedness should address individual student characteristics "and" school functional features such as pastoral care strategies and helping students to achieve greater academic outcomes. Future studies should focus on the cumulative longitudinal influence of school ecological and student-level predictors of school connectedness. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10