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    The personal and contextual contributors to school belongingness among primary school students

    230320_230320.pdf (303.9Kb)
    Access Status
    Open access
    Authors
    Vaz, Sharmila
    Falkmer, Marita
    Ciccarelli, Marina
    Passmore, Anne
    Parsons, Richard
    Tan, Tele
    Falkmer, Torbjorn
    Date
    2015
    Type
    Journal Article
    
    Metadata
    Show full item record
    Citation
    Vaz, S. and Falkmer, M. and Ciccarelli, M. and Passmore, A. and Parsons, R. and Tan, T. and Falkmer, T. 2015. The personal and contextual contributors to school belongingness among primary school students. PLoS ONE. 10 (4).
    Source Title
    PLoS ONE
    DOI
    10.1371/journal.pone.0123353
    ISSN
    1932-6203
    School
    School of Occupational Therapy and Social Work
    Remarks

    This open access article is distributed under the Creative Commons license http://creativecommons.org/licenses/by/4.0/

    URI
    http://hdl.handle.net/20.500.11937/5703
    Collection
    • Curtin Research Publications
    Abstract

    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.

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