The Centrality of Connectedness: A Conceptual Synthesis of Attending, Belonging, Engaging and Flowing
The Centrality of Connectedness: A Conceptual Synthesis of Attending, Belonging, Engaging and Flowing
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DOI：
10.1017/jgc.2018.13
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发表时间：
2019-06-01
影响因子：
1.3
通讯作者：
Scull, Janet
中科院分区：
文献类型：
--
作者：
Bowles, Terence;Scull, Janet
在过去的十年里，研究人员呼吁重新定义学校的连通性。完成了对1990年至2016年的文献回顾，以定义学校连通性，并确定了四个因素：参加，归属，参与和流动。通过对1990 - 2016年与这四个因素相关的文献进行梳理，界定了这四个因素及其与学校联系性的相关性，并基于这四个因素提出了一个四层次的学校联系性模型。该模型表明，从最低限度的连接到深层次的文化适应和共享的意义相关的12至18岁的青少年的进展。有人认为，这四个因素形成的基础上参与，并建议作为一个学生的连通性与学校的结果流的经验的可能性。该模型所基于的文献汇集了对学习至关重要的社会、情感、行为和认知术语。审查的目的是超越个别因素，提出一个解释的顺序逐渐连接。实际上，该模型提供了一个模板，建立学生的当前学校的经验，以促进干预措施，以优化与学校的连接。
Over the past decade, researchers have called for a reconceptualisation of school connectedness. A review of literature between 1990 and 2016 was completed to define school connectedness and identified four factors: attending, belonging, engaging, and flow. The review of the published literature from 1990 to 2016 that related to the four factors was undertaken to define each of these terms and their relevance to school connectedness.Subsequently, based on the four factors, a sequential, four-level model of school connectedness was proposed. The model suggests a progression from minimal connection to a deep level of acculturation and shared meaning relevant for adolescents between 12 and 18 years of age. It is argued that the four factors form the foundation for engagement and suggests the possibility of an experience of flow as a result of a student's connectedness with school. The literature on which the model is based draws together social, emotional, behavioural, and cognitive terms central to learning. The purpose of the review is to move beyond individual factors to propose an explanation for the sequence of graduated connection. Practically, the model provides a template for establishing the student's current experience of school to facilitate interventions to optimise connectedness with school.