Academic and social perceptions as predictors of change in middle school students' sense of school belonging
Academic and social perceptions as predictors of change in middle school students' sense of school belonging
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DOI：
10.1080/00220970309600877
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发表时间：
2003-09-01
影响因子：
2.2
通讯作者：
Anderman, LH
中科院分区：
文献类型：
--
作者：
Anderman, LH
本研究考察了中学生学校归属感的变化与平均绩点、动机变量以及教师在课堂上促进相互尊重的关系。在六年级和七年级期间分三次收集了618名学生的调查数据，并将其提交给成长曲线分析。平均而言，学生的学校归属感随着时间的推移而下降。学校归属感的初始水平通过学生的平均成绩、学业任务价值观和感知的课堂任务目标定向被正向预测。促进教师之间的相互尊重在改善学校归属感下降方面的作用不大。研究结果表明，当教师在课堂上促进适应学业和人际环境时，学生的学校归属感会增强。
Change in middle school students' sense of school belonging was examined in relation to grade point average, motivation variables, and teachers' promotion of mutual respect in classes. Survey data from 618 students collected in three waves during the sixth and seventh grades were submitted to growth curve analysis. On average, students' sense of school belonging declined over time. Initial levels of school belonging were predicted positively by students' grade point average, academic task values, and perceived classroom task goal orientations. Teacher promotion of mutual respect had a small effect in ameliorating the decline in school belonging. The findings suggest that students' sense of school belonging is enhanced when teachers promote adaptive academic and interpersonal contexts in their classrooms.