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dc.contributor.authorVaz, Sharmila
dc.contributor.authorFalkmer, Marita
dc.contributor.authorCiccarelli, Marina
dc.contributor.authorPassmore, Anne
dc.contributor.authorParsons, Richard
dc.contributor.authorTan, Tele
dc.contributor.authorFalkmer, Torbjorn
dc.identifier.citationVaz, 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).

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.

dc.publisherPublic Library of Science
dc.titleThe personal and contextual contributors to school belongingness among primary school students
dc.typeJournal Article
dcterms.source.titlePLoS ONE

This open access article is distributed under the Creative Commons license

curtin.departmentSchool of Occupational Therapy and Social Work
curtin.accessStatusOpen access

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