A Prospective Study Investigating the Impact of School Belonging Factors on Negative Affect in Adolescents

Autor/inn/en	Shochet, Ian M.; Smith, Coral L.; Furlong, Michael J.; Homel, Ross
Titel	A Prospective Study Investigating the Impact of School Belonging Factors on Negative Affect in Adolescents
Quelle	In: Journal of Clinical Child and Adolescent Psychology, 40 (2011) 4, S.586-595 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1537-4416
Schlagwörter	Caring; Females; Adolescents; Student Adjustment; Grade 7; Rejection (Psychology); Depression (Psychology); Grade 8; Foreign Countries; Clinical Psychology; Investigations; Longitudinal Studies; Intervention; Australia + Suchen Sie Ihr Suchwort? Care; Pflege; Sorge; Betreuung; Weibliches Geschlecht; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; School year 07; 7. Schuljahr; Schuljahr 07; Ablehnung; School year 08; 8. Schuljahr; Schuljahr 08; Ausland; Klinische Psychologie; Untersuchung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Australien
Abstract	School belonging, measured as a unidimensional construct, is an important predictor of negative affective problems in adolescents, including depression and anxiety symptoms. A recent study found that one such measure, the Psychological Sense of School Membership scale, actually comprises three factors: Caring Relations, Acceptance, and Rejection. We explored the relations of these factors with negative affect in a longitudinal study of 504 Australian Grade 7 and 8 students. Each school belonging factor contributed to the prediction of negative affect in cross-sectional analyses. Scores on the Acceptance factor predicted subsequent negative affect for boys and girls, even controlling for prior negative affect. For girls, the Rejection factor was also significant in the prospective analysis. These findings have implications for the design of interventions and are further confirmation that school belonging should be considered a multidimensional construct. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10