The personal and contextual contributors to school belongingness among primary school students
School belongingness has gained currency among educators and school health professionals as an important determinant of adolescent health. The current cross-sectional study presents the 15 most significant personal and contextual factors that collectively explain 66.4% (two-thirds) of the variabilit...
| Main Authors: | , , , , , , |
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| Format: | Journal Article |
| Published: |
Public Library of Science
2015
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| Online Access: | http://hdl.handle.net/20.500.11937/5703 |
| _version_ | 1848744870556991488 |
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| author | Vaz, Sharmila Falkmer, Marita Ciccarelli, Marina Passmore, Anne Parsons, Richard Tan, Tele Falkmer, Torbjorn |
| author_facet | Vaz, Sharmila Falkmer, Marita Ciccarelli, Marina Passmore, Anne Parsons, Richard Tan, Tele Falkmer, Torbjorn |
| author_sort | Vaz, Sharmila |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | School belongingness has gained currency among educators and school health professionals as an important determinant of adolescent health. The current cross-sectional study presents the 15 most significant personal and contextual factors that collectively explain 66.4% (two-thirds) of the variability in 12-year old students' perceptions of belongingness in primary school. The study is part of a larger longitudinal study investigating the factors associated with student adjustment in the transition from primary to secondary school. The study found that girls and students with disabilities had higher school belongingness scores than boys, and their typically developing counterparts respectively; and explained 2.5% of the variability in school belongingness. The majority (47.1% out of 66.4%) of the variability in school belongingness was explained by student personal factors, such as social acceptance, physical appearance competence, coping skills, and social affiliation motivation; followed by parental expectations (3% out of 66.4%), and school-based factors (13.9% out of 66.4%) such as, classroom involvement, task-goal structure, autonomy provision, cultural pluralism, and absence of bullying. Each of the identified contributors of primary school belongingness can be shaped through interventions, system changes, or policy reforms. |
| first_indexed | 2025-11-14T06:08:20Z |
| format | Journal Article |
| id | curtin-20.500.11937-5703 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T06:08:20Z |
| publishDate | 2015 |
| publisher | Public Library of Science |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-57032017-09-13T14:46:23Z The personal and contextual contributors to school belongingness among primary school students Vaz, Sharmila Falkmer, Marita Ciccarelli, Marina Passmore, Anne Parsons, Richard Tan, Tele Falkmer, Torbjorn School belongingness has gained currency among educators and school health professionals as an important determinant of adolescent health. The current cross-sectional study presents the 15 most significant personal and contextual factors that collectively explain 66.4% (two-thirds) of the variability in 12-year old students' perceptions of belongingness in primary school. The study is part of a larger longitudinal study investigating the factors associated with student adjustment in the transition from primary to secondary school. The study found that girls and students with disabilities had higher school belongingness scores than boys, and their typically developing counterparts respectively; and explained 2.5% of the variability in school belongingness. The majority (47.1% out of 66.4%) of the variability in school belongingness was explained by student personal factors, such as social acceptance, physical appearance competence, coping skills, and social affiliation motivation; followed by parental expectations (3% out of 66.4%), and school-based factors (13.9% out of 66.4%) such as, classroom involvement, task-goal structure, autonomy provision, cultural pluralism, and absence of bullying. Each of the identified contributors of primary school belongingness can be shaped through interventions, system changes, or policy reforms. 2015 Journal Article http://hdl.handle.net/20.500.11937/5703 10.1371/journal.pone.0123353 Public Library of Science fulltext |
| spellingShingle | Vaz, Sharmila Falkmer, Marita Ciccarelli, Marina Passmore, Anne Parsons, Richard Tan, Tele Falkmer, Torbjorn The personal and contextual contributors to school belongingness among primary school students |
| title | The personal and contextual contributors to school belongingness among primary school students |
| title_full | The personal and contextual contributors to school belongingness among primary school students |
| title_fullStr | The personal and contextual contributors to school belongingness among primary school students |
| title_full_unstemmed | The personal and contextual contributors to school belongingness among primary school students |
| title_short | The personal and contextual contributors to school belongingness among primary school students |
| title_sort | personal and contextual contributors to school belongingness among primary school students |
| url | http://hdl.handle.net/20.500.11937/5703 |