Middle School Students' Sense of Belonging and Its Relationship to Their Level of Social Skills and Other Predictor Variables PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Middle School Students' Sense of Belonging and Its Relationship to Their Level of Social Skills and Other Predictor Variables PDF full book. Access full book title Middle School Students' Sense of Belonging and Its Relationship to Their Level of Social Skills and Other Predictor Variables by Mary Laura Mcgannon-Kollman. Download full books in PDF and EPUB format.
Author: Mary Laura Mcgannon-Kollman Publisher: ISBN: Category : Electronic dissertations Languages : en Pages :
Book Description
The purpose of this study was to investigate the relationship between middle school students' sense of belonging, as measured by the Psychological Sense of School Membership Scale (Goodenow, 1993) (PSSMS), and those same students' social skills as measured by the Social Skills Rating System (Elliot & Gresham, 1990) (SSRS). Additionally, this study also investigated the relationship between middle school students' sense of belonging as measured by the PSSMS, and the frequency with which the students were bullied, as measured by the bully items on the Health Behavior in School-Aged Children survey (HBSB). This study took place in the Spring of 2001 at two New England elementary schools. The goal of this study was to expand recent findings, which suggest that learning is influenced by the social context in which it takes place, and to offer insights into the processes that underlie the establishment of the sense of belonging. To address the research questions, a correlational research design was employed. A multiple regression analyses was used to examine to what extent social skill, gender, type of school, grade level, and frequency of being bullied were predictors for sense of belonging. Findings indicated that social skills, type of school, and bullying were statistically significant predictors of sense of belonging.
Author: Mary Laura Mcgannon-Kollman Publisher: ISBN: Category : Electronic dissertations Languages : en Pages :
Book Description
The purpose of this study was to investigate the relationship between middle school students' sense of belonging, as measured by the Psychological Sense of School Membership Scale (Goodenow, 1993) (PSSMS), and those same students' social skills as measured by the Social Skills Rating System (Elliot & Gresham, 1990) (SSRS). Additionally, this study also investigated the relationship between middle school students' sense of belonging as measured by the PSSMS, and the frequency with which the students were bullied, as measured by the bully items on the Health Behavior in School-Aged Children survey (HBSB). This study took place in the Spring of 2001 at two New England elementary schools. The goal of this study was to expand recent findings, which suggest that learning is influenced by the social context in which it takes place, and to offer insights into the processes that underlie the establishment of the sense of belonging. To address the research questions, a correlational research design was employed. A multiple regression analyses was used to examine to what extent social skill, gender, type of school, grade level, and frequency of being bullied were predictors for sense of belonging. Findings indicated that social skills, type of school, and bullying were statistically significant predictors of sense of belonging.
Author: Margaret L. Kern Publisher: Springer Nature ISBN: 3030645371 Category : Child psychology Languages : en Pages : 788
Book Description
"The approaches outlined in this volume will help expand the narrow focus on academic success to include psychological well-being for students and educators alike. It is a must-read for anyone interested in how positive outcomes such as life satisfaction, positive emotion, and meaning and purpose can be optimized in the educational settings." -- Judith Moskowitz, PhD MPH, Northwestern University Feinberg School of Medicine, USA, IPPA President 2019-2021 This open access handbook provides a comprehensive overview of the growing field of positive education, featuring a broad range of theoretical, applied, and practice-focused chapters from leading international experts. It demonstrates how positive education offers an approach to understanding learning that blends academic study with life skills such as self-awareness, emotion regulation, healthy mindsets, mindfulness, and positive habits, grounded in the science of wellbeing, to promote character development, optimal functioning, engagement in learning, and resilience. The handbook offers an in-depth understanding and critical consideration of the relevance of positive psychology to education, which encompasses its theoretical foundations, the empirical findings, and the existing educational applications and interventions. The contributors situate wellbeing science within the broader framework of education, considering its implications for teacher training, education and developmental psychology, school administration, policy making, pedagogy, and curriculum studies. This landmark collection will appeal to researchers and practitioners working in positive psychology, educational and school psychology, developmental psychology, education, counselling, social work, and public policy. Margaret (Peggy) L. Kern is Associate Professor at the Centre for Positive Psychology at the University of Melbourne's Graduate School of Education, Australia. Dr Kern is Founding Chair of the Education Division of the International Positive Psychology Association (IPPA). You can find out more about Dr Kern's work at www.peggykern.org. Michael L. Wehmeyer is Ross and Mariana Beach Distinguished Professor of Special Education; Chair of the Department of Special Education; and Director and Senior Scientist, Beach Center on Disability, at the University of Kansas, United States. Dr Wehmeyer is Publications Lead for the Education Division of the International Positive Psychology Association (IPPA). He has published more than 450 peer-reviewed journal articles and book chapters and is an author or editor of 42 texts. .
Author: Kelly-Ann Allen Publisher: Springer ISBN: 9811059969 Category : Psychology Languages : en Pages : 138
Book Description
This book explores the concept of school belonging in adolescents from a socio-ecological perspective, acknowledging that young people are uniquely connected to a broad network of groups and systems within a school system. Using a socio-ecological framework, it positions belonging as an essential aspect of psychological functioning for which schools offer unique opportunities to improve. It also offers insights into the factors that influence school belonging at the student level during adolescence in educational settings. Taking a socio-ecological perspective and drawing from innovative research methods, the book encourages researchers interested in school leadership to foster students’ sense of belonging by developing their qualities and by changing school systems and processes
Author: Jari-Erik Nurmi Publisher: Psychology Press ISBN: 9780815337034 Category : Education Languages : en Pages : 354
Book Description
This anthology examines Love's Labours Lost from a variety of perspectives and through a wide range of materials. Selections discuss the play in terms of historical context, dating, and sources; character analysis; comic elements and verbal conceits; evidence of authorship; performance analysis; and feminist interpretations. Alongside theater reviews, production photographs, and critical commentary, the volume also includes essays written by practicing theater artists who have worked on the play. An index by name, literary work, and concept rounds out this valuable resource.
Author: OECD Publisher: OECD Publishing ISBN: 926401893X Category : Languages : en Pages : 86
Book Description
This report examines several aspects of student engagement at school. The results indicate that the prevalence of disaffected students varies considerably both within and among schools in most countries, and that this variation is not attributable solely to students’ family backgrounds.
Author: Matthew A. Capps Publisher: ISBN: Category : Languages : en Pages :
Book Description
The purpose of this research is to investigate the feeling of belonging that students may or may not have and the relationship of student sense of belonging to the overall academic achievement of a school. Students were surveyed on their sense of belonging in selected middle schools. The students scored themselves on the Psychological Sense of School Membership scale, which revealed an overall mean score of belonging. Students from high-performing schools were compared to students from low-performing schools in regard to their sense of belonging. Additionally, teachers were asked to rate their perception of the students' sense of belonging. The teachers' scores were compared to the students' scores in both high- and low-performing schools. Lastly, teachers were asked to provide qualitative information about the schools' role in creating a sense of belonging. An extensive review of the literature regarding sense of belonging reveals support of the importance of sense of belonging in student achievement. There is also extensive evidence regarding variation of sense of belonging among minority groups and the important role of teachers in creating a sense of belonging for students. This study found that there is no significant difference in students' reported sense of belonging between high-performing schools and low-performing schools on the Psychological Sense of School Membership scale. There is a significant difference between the teachers' perception of the students' sense of belonging and the students' reported sense of belonging on the Psychological Sense of School Membership scales. Teachers reported important roles in creating an environment of belonging. The qualitative data provided by teachers support evidence from the literature review indicative of schools with sense of belonging. High-performing schools do not report much information regarding discipline and routine as being important parts of creating belonging. However, low performing schools often report these as important to creating a sense of belonging for students. Implications of the research include: Teachers may not have an accurate understanding of students' sense of belonging and how to create a sense of belonging in schools. Further study should try to gain better understanding of the relationship between sense of belonging and minority status.
Author: Terrell L. Strayhorn Publisher: Routledge ISBN: 1315297272 Category : Education Languages : en Pages : 224
Book Description
This book explores how belonging differs based on students’ social identities, such as race, gender, sexual orientation, or the conditions they encounter on campus. Belonging—with peers, in the classroom, or on campus—is a critical dimension of success at college. It can affect a student’s degree of academic adjustment, achievement, aspirations, or even whether a student stays in school. The 2nd Edition of College Students’ Sense of Belonging explores student sub-populations and campus environments, offering readers updated information about sense of belonging, how it develops for students, and a conceptual model for helping students belong and thrive. Underpinned by theory and research and offering practical guidelines for improving educational environments and policies, this book is an important resource for higher education and student affairs professionals, scholars, and graduate students interested in students’ success. New to this second edition: A refined theory of college students’ sense of belonging and review of current literature in light of new and emerging theories; Expanded best practices related to fostering sense of belonging in classrooms, clubs, residence halls, and other contexts; Updated research and insights for new student populations such as youth formerly in foster care, formerly incarcerated adults, and homeless students; Coverage on a broad range of topics since the first edition of this book, including cultural navigation, academic spotting, and the "shared faith" element of belonging.
Author: Sandra L. Christenson Publisher: Springer Science & Business Media ISBN: 1461420172 Category : Psychology Languages : en Pages : 839
Book Description
For more than two decades, the concept of student engagement has grown from simple attention in class to a construct comprised of cognitive, emotional, and behavioral components that embody and further develop motivation for learning. Similarly, the goals of student engagement have evolved from dropout prevention to improved outcomes for lifelong learning. This robust expansion has led to numerous lines of research across disciplines and are brought together clearly and comprehensively in the Handbook of Research on Student Engagement. The Handbook guides readers through the field’s rich history, sorts out its component constructs, and identifies knowledge gaps to be filled by future research. Grounding data in real-world learning situations, contributors analyze indicators and facilitators of student engagement, link engagement to motivation, and gauge the impact of family, peers, and teachers on engagement in elementary and secondary grades. Findings on the effectiveness of classroom interventions are discussed in detail. And because assessing engagement is still a relatively new endeavor, chapters on measurement methods and issues round out this important resource. Topical areas addressed in the Handbook include: Engagement across developmental stages. Self-efficacy in the engaged learner. Parental and social influences on engagement and achievement motivation. The engaging nature of teaching for competency development. The relationship between engagement and high-risk behavior in adolescents. Comparing methods for measuring student engagement. An essential guide to the expanding knowledge base, the Handbook of Research on Student Engagement serves as a valuable resource for researchers, scientist-practitioners, and graduate students in such varied fields as clinical child and school psychology, educational psychology, public health, teaching and teacher education, social work, and educational policy.
Author: Mary Laura Mcgannon-Kollman
Author: Mary Laura Mcgannon-Kollman
Author: Mary McGannon-Kollman
Author: Margaret L. Kern
Author: Kelly-Ann Allen
Author: 
Author: Jari-Erik Nurmi
Author: OECD
Author: Matthew A. Capps
Author: Terrell L. Strayhorn
Author: Sandra L. Christenson