School belonging constellations considering complete mental health in primary schools

IF 2.2 Q2 PSYCHOLOGY, DEVELOPMENTAL

Educational and Developmental Psychologist Pub Date : 2021-07-03 DOI:10.1080/20590776.2021.1964071

Rhea Wagle, E. Dowdy, Karen Nylund-Gibson, J. Sharkey, D. Carter, M. Furlong

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引用次数: 2

Abstract

ABSTRACT Introduction: The investigation of school belonging is crucial due to its established significant associations with mental health, academic achievement, and risky behaviours coupled with the limited research documenting the configurations of children’s school belonging experiences. Objective: This study sought to better understand elementary students’ experiences of school belonging and how they correspond to mental health outcomes. Method: The current study explores school belonging in upper elementary school California students (N = 619). Latent profile analysis was conducted to determine the constellations of experiences. Path analyses were then added to the model to determine mental health outcomes for each emerging profile. Results: Latent profile analysis revealed the best fit for a three-profile solution: Low School Belonging, Moderate School Belonging, and High School Belonging. The majority of students were classified in the Low and Moderate School Belonging profiles. Demographic covariates indicated that female and Latinx students were more likely to experience high belonging than males and non-Latinx students. Concerning proximal outcomes, students in the High School Belonging profile reported higher psychological strengths and lower psychological distress. Conclusion: Practical implications include assessing and promoting school belonging more effectively in students, given the small percentage of students who perceive high levels of school belonging.

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考虑到小学心理健康的学校所属星座

摘要:对学校归属感的调查是至关重要的，因为它与心理健康、学业成就和危险行为之间存在着显著的联系，而且对儿童学校归属感经历的配置记录的研究有限。目的:本研究旨在了解小学生的学校归属感体验及其与心理健康结果的对应关系。方法:本研究探讨加州小学高年级学生的学校归属感(N = 619)。进行潜在剖面分析以确定经验星座。然后将路径分析添加到模型中，以确定每个新出现的特征的心理健康结果。结果:潜剖面分析显示最适合三剖面解决方案:低学校归属感，中等学校归属感和高中归属感。大多数学生被归类为低和中等学校归属。人口统计协变量表明，女性和拉丁裔学生比男性和非拉丁裔学生更有可能体验到高度的归属感。在近端结果方面，高中归属感的学生报告了更高的心理优势和更低的心理困扰。结论:考虑到少数学生认为学校归属感很高，实际意义包括更有效地评估和促进学生的学校归属感。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Educational and Developmental Psychologist PSYCHOLOGY, DEVELOPMENTAL-

CiteScore

3.80

自引率

13.30%

发文量

期刊介绍： Published biannually, this quality, peer-reviewed journal publishes psychological research that makes a substantial contribution to the knowledge and practice of education and developmental psychology. The broad aims are to provide a vehicle for dissemination of research that is of national and international significance to the researchers, practitioners and students of educational and developmental psychology.