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    School Belongingness and Mental Health Functioning across the Primary-Secondary Transition in a Mainstream Sample: Multi-Group Cross-Lagged Analyses

    203345_135711_School_Belongingness_and_Mental_........pdf (297.4Kb)
    Access Status
    Open access
    Authors
    Vaz, Sharmila
    Falkmer, Marita
    Parsons, Richard
    Passmore, Anne
    Parkin, Timothy
    Falkmer, Torbjorn
    Date
    2014
    Type
    Journal Article
    
    Metadata
    Show full item record
    Citation
    Vaz, S. and Falkmer, M. and Parsons, R. and Passmore, A. and Parkin, T. and Falkmer, T. 2014. School Belongingness and Mental Health Functioning across the Primary-Secondary Transition in a Mainstream Sample: Multi-Group Cross-Lagged Analyses. PloS One. 9 (6): Article ID e99576.
    Source Title
    PloS One
    DOI
    10.1371/journal.pone.0099576
    ISSN
    1932-6203
    School
    School of Occupational Therapy and Social Work
    Remarks

    This article is published under the Open Access publishing model and distributed under the terms of the Creative Commons Attribution License http://creativecommons.org/licenses/by/4.0/ Please refer to the licence to obtain terms for any further reuse or distribution of this work.

    URI
    http://hdl.handle.net/20.500.11937/36725
    Collection
    • Curtin Research Publications
    Abstract

    The relationship between school belongingness and mental health functioning before and after the primary-secondary school transition has not been previously investigated in students with and without disabilities. This study used a prospective longitudinal design to test the bi-directional relationships between these constructs, by surveying 266 students with and without disabilities and their parents, 6-months before and after the transition to secondary school. Cross-lagged multi-group analyses found student perception of belongingness in the final year of primary school to contribute to change in their mental health functioning a year later. The beneficial longitudinal effects of school belongingness on subsequent mental health functioning were evident in all student subgroups; even after accounting for prior mental health scores and the cross-time stability in mental health functioning and school belongingness scores. Findings of the current study substantiate the role of school contextual influences on early adolescent mental health functioning. They highlight the importance for primary and secondary schools to assess students’ school belongingness and mental health functioning and transfer these records as part of the transition process, so that appropriate scaffolds are in place to support those in need. Longer term longitudinal studies are needed to increase the understanding of the temporal sequencing between school belongingness and mental health functioning of all mainstream students.

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    • Belongingness in early secondary school: Key factors that primary and secondary schools need to consider
      Vaz, Sharmila; Falkmer, Marita; Ciccarelli, Marina; Passmore, Anne; Parsons, Richard; Black, Melissa; Cuomo, Belinda; Tan, Tele; Falkmer, Torbjorn (2015)
      © 2015 Vaz et al. It is unknown if, and how, students redefine their sense of school belongingness after negotiating the transition to secondary school. The current study used longitudinal data from 266 students with, and ...
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      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 ...
    • The impact of personal background and school contextual factors on academic competence and mental health functioning across the primary-secondary school transition
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      Students negotiate the transition to secondary school in different ways. While some thrive on the opportunity, others are challenged. A prospective longitudinal design was used to determine the contribution of personal ...
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