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1.
The purpose of the present study was to identify profiles of Korean adolescent connectedness across multiple contexts (e.g., family, school, neighborhood, etc.), using cluster analysis. In addition, this study examined how the profiles of Korean adolescent connectedness are discriminated by demographic and adjustment-related variables. Data were collected from 538 Korean adolescents aged 13?C19. Participants completed a Korean version of Measure of Adolescent Connectedness (MAC-K). Results from a cluster analysis revealed three profiles of connectedness to parents, siblings, teachers, school, friends, and neighborhood. Results placed participants into categories of Well-connected, Disconnected, and Socially connected. The first two profiles were characterized by reports of either strong or weak connectedness to all contexts. The last profile is characterized by reports of strong connections only to friends and neighborhood. The results also indicated that adolescents?? school adjustment, problem behaviors, self-esteem, and gender were significant discriminators between the three profiles. Implications for counseling practice and future studies are discussed. 相似文献
2.
Rebekah L. Chapman Lisa Buckley Mary Sheehan Ian Shochet 《Educational Psychology Review》2013,25(1):95-114
School connectedness has a significant impact on adolescent outcomes, including reducing risk-taking behavior. This paper critically examines the literature on school-based programs targeting increased connectedness for reductions in risk taking. Fourteen articles describing seven different school-based programs were reviewed. Programs drew on a range of theories to increase school connectedness, and evaluations conducted for the majority of programs demonstrated positive changes in school connectedness, risk behavior, or a combination of the two. Many of the reviewed programs involved widespread school system change, however, which is frequently a complex and time-consuming task. Future research is needed to examine the extent of intervention complexity required to result in change. This review also showed a lack of consistency in the definitions and measurement of connectedness as well as few mediation analyses testing assumptions of impact on risk-taking behavior through increases in school connectedness. Additionally, this review revealed very limited evaluation of the elements of multicomponent programs that are most effective in increasing school connectedness and reducing adolescent risk taking. 相似文献
3.
The present study examined the role of school connectedness in mediating the relations of social skills and school climate of diversity (SCD) to life satisfaction (LS) among school‐aged children. This study also investigated whether there is any gender difference in relationships. Participants included 873 elementary school students in Grades 4 through 6. The results of the structural equation modeling supported the partial mediating role of school connectedness, indicating that social skills and SCD lead to LS both directly and indirectly through enhanced school connectedness. Multigroup analysis demonstrated that the direct path from the SCD to LS was significant only for boys, while other paths are invariant across gender. Implications are addressed for school‐based interventions to promote school connectedness and LS. 相似文献
4.
Cheryl L. Somers Rachel L. Goutman Angelique Day Oliva Enright Shantel Crosby Heather Taussig 《Psychology in the schools》2020,57(12):1845-1863
Research shows that youth in foster care experience poor academic performance and disciplinary actions in school more frequently than do non-foster care youth. The purpose of this cross-sectional study was to further examine youth in foster care and the relationship between individual/intrapersonal factors (future orientation and school connectedness) and exosystem factors (number of placement and school moves) and academic performance (grades) and disciplinary referrals among 363 youth (9–11 years of age; males = 52.9%). Controlling for key variables, hierarchical linear regression analysis was utilized to understand how well students' school connectedness, future outlook, number of placement changes, and number of school moves predicted academic and disciplinary outcomes. Beyond the variance explained by control variables, school connectedness made a significant contribution to this model. Results are discussed in the context of implementing interventions that foster school connectedness among this vulnerable population. 相似文献
5.
Rebekah L. Chapman Lisa Buckley Mary Sheehan Ian M. Shochet 《International journal of qualitative studies in education》2013,26(4):413-431
School connectedness has been shown to be an important protective factor in adolescent development, which is associated with reduced risk-taking behavior. Interventions to increase students’ connectedness to school commonly incorporate aspects of teacher training. To date, however, research on connectedness has largely been based on student survey data, with no reported research addressing teachers’ perceptions of students’ connectedness and its association with student behavior. This research attempted to address this gap in the literature through in-depth interviews with 14 school teachers and staff from two Australian high schools. Findings showed that teachers perceived students’ connectedness to be important in regard to reducing problem behavior, and discussed aspects of connectedness, including fairness and discipline, feeling valued, belonging and having teacher support, and being successfully engaged in school, as being particularly important. This research enables the development of school-based intervention programs that are based on both student- and teacher-focused research. 相似文献
6.
Dan Richmond Jim Sibthorp John Gookin Sarah Annarella Stephanie Ferri 《Journal of Adventure Education & Outdoor Learning》2018,18(1):36-52
Recent research underscores the importance of the skills, beliefs and behaviors that support student achievement in the classroom and beyond. This set of intrapersonal and interpersonal assets (e.g. perseverance, grit, social skills, efficacy beliefs and mind-sets) are often referred to as noncognitive factors, as they are not measured directly by traditional academic assessments. Outdoor adventure education (OAE) is well positioned to deliver these desired outcomes—boosting self-confidence, self-efficacy and social skills while developing leadership and communication competencies. Therefore, the primary aim of this study was to better understand the form, function and delivery of an effective OAE program/school partnership targeting factors that support student success. Findings explain how shared OAE experiences among adolescent girls attending the same school contribute to greater social connectedness, self-efficacy in leadership competencies, and a recalibrated sense of self and personal potential. 相似文献
7.
Extensive but separate bodies of research in education concern the constructs of school climate and school connectedness/belonging. In the interests of advancing a more integrated approach, a new measurement tool is developed– the School Climate and School Identification Measure–Student (SCASIM-St). This scale builds on the Moos (1973) framework which assesses relationships, personal growth, and system management in schools. The social identity approach to group processes (Tajfel & Turner, 1979; Turner, Hogg, Oakes, Reicher, & Wetherell, 1987) is used to extend work on school connectedness and belonging through the inclusion of a measure of social identification. A range of methods across three studies are designed to assess the reliability and validity of SCASIM-St (N = 7209, Australian grades 7–10 students). These include confirmatory factor analysis, test-retest analysis, and convergent validity (Study 1 and 2). Additionally measurement invariance tests for student sub-groups regarding gender, grade level, and non-English language, were employed in Study 3. It also included criterion validity analysis using multilevel models for the key outcome measures of students’ academic achievement, well-being, and aggressive behaviors. All of these analyses indicate that SCASIM-St is an effective measure. Theoretical and practical implications as well as future directions are outlined. 相似文献
8.
The New Community Schools initiative was introduced in Scotland in 1998 with the aims of improving participation, raising achievement, improving health and transforming communities. The success of the initiative was evaluated in terms of the stated aims. In relation to improving participation and raising achievement, this was straightforward: improved participation was measured by the number of community activities and the number of individuals who became involved in these activities, whilst raised achievement was measured against tangible targets such as educational attainment and school attendance. The third outcome, the transformation of communities, was more complex: what was meant by transformation and how could it be evaluated? This paper draws on research undertaken by the Institute of Education, University of Stirling, UK, during a 2‐year evaluation period. During this period, the researchers found that individuals were developing more than just a means of communicating across different boundaries; individuals were acquiring a connectedness between one another and that this connectedness was crucial to the success of the subsequent communication and to the initiative more generally. In exploring this concept of connectedness, we consider the literature on social capital. We then consider how issues of trust and inter‐subjectivity underpin connectedness and highlight the evidence from our work that appears to correspond with these elements of connectedness. It is argued that connectedness may not only mediate outcomes such as improving participation, but also that they can be seen as valuable outcomes in themselves. Our final thoughts in this paper consider the kind of research that might be useful to explore the role of connectedness in relation to studying contexts in which individuals may have competing agendas. 相似文献
9.
The intergenerational connectedness that has traditionally bound members of the Deaf community to each other is changing amidst the current technological and cultural landscape. This study explores perceptions of Deaf retirees concerning their usefulness to younger generations and their need to stay connected to each other despite increasing isolation due to implications of aging. Factors such as communication networks, transportation availability, proximity to families and friends, technology, and vital connections to the local residential school for children who are deaf are discussed as emergent themes from two focus groups conducted with 14 Deaf retirees. This exploratory study sought to discover how the dynamics between the generations have evolved and the positive and negative impact of such changes. The voices of the retirees in this study shed light on the complicating issues surrounding communication as a lifeline between generations of Deaf people who are native users of American Sign Language. Additionally, the traditions of social connectedness upheld by the Deaf community are similar to those of other collectivist cultures that also may experience shifting social networks within their own communities. 相似文献
10.
Suicide is a major public health problem among youth involved with the child welfare system. Although social connectedness rests at the core of many prevention approaches, we know little about this relationship over time in this vulnerable population. This study tested the hypotheses that inverse relationships would exist between connectedness in three social domains (i.e., caregiver, peers, and school) and suicidal ideation over time.The current study used baseline and 18-month follow-up data from 995 youth who participated in the National Survey of Child and Adolescent Well-Being (NSCAW II)—a nationally representative study of children and families investigated by a child welfare agency conducted from 2008 to 2011. A cross-lagged path model was used for the analysis.There were significant main effects of suicidal ideation at Time 1 on peer connectedness (β= −.17, p < .01) and caregiver connectedness (β= −.12, p < .05) at Time 2, but not on school connectedness (β= −.05, ns). There was no main effect of any of the connectedness variables at Time 1 on suicidal ideation at Time 2.Screening for suicidal ideation is important for managing immediate risk but our findings suggest that such ideation also foreshadows disconnectedness from their primary caregiver and peers in the future. These findings demonstrate that there is clinical value in engaging child-welfare-involved youth and their social systems about how their suicide-related experiences may affect vital social ties. Therefore, there may be merit to designing and exploring the effects of pilot programming focused on mitigating social distancing that suicide-related experiences engender. 相似文献
11.
In spring 2020, the COVID-19 pandemic thrust nearly 56 million students in the United States into remote education. By fall 2020, states' and school districts' differing public health measures resulted in the adoption of varying COVID-adapted learning modalities (i.e., in-person, remote, and hybrid). Using daily diary data with a nationally representative sample (N = 517, Mage = 14.65 years), we investigated whether adolescents' academic engagement and connectedness to their teachers and classmates differed by COVID-adapted learning modalities. We also assessed whether adolescent connectedness mediated the link between learning modality and academic engagement. Results revealed that academic engagement and connectedness to teachers and classmates were higher for in-person learners than for students in hybrid and remote learning modalities. Moreover, students’ connectedness to classmates and teachers explained the relationship between learning modality and academic engagement. 相似文献
12.
Else‐Marie Staberg 《Gender and education》1994,6(1):35-46
This study investigates how Swedish pupils meet chemistry, physics and technology in compulsory school. It explores girls' and boys' actions in and thoughts about these subjects during grades 7 to 9. The pupils come from different worlds determined by gender and social background. In the classroom girls are given, and take upon themselves, the role of keeping lessons together, while boys' attempts to dominate the public arena create disorder. Girls and boys prefer different subject areas. Boys have a practical while girls have a more theoretical approach to science. Girls seek ‘connected knowledge’, and even the successful girls question their understanding. Girls who take an interest in physics and chemistry often have supporting scientist fathers or at least parents with a higher education. Technology is rejected by all girls. The mutual construction and reconstruction of gender and of science/technology contribute to gendered choices of study programmes in upper secondary school. 相似文献
13.
Larisa T. McLoughlin Barbara A. Spears Carmel M. Taddeo Daniel F. Hermens 《Psychology in the schools》2019,56(6):945-958
It is well documented that cyberbullying can lead to adverse mental health outcomes. Separate research shows that higher levels of social connectedness may result in more positive mental health outcomes, however, the relationship between social connectedness and mental health in the face of cyberbullying is not yet fully understood. An online survey of 229 adolescents (aged 12–17 years) was conducted, and we examined experiences of cyberbullying, levels of social connectedness, depression, anxiety, and stress. Structural equation modeling suggested that social connectedness may act as a protective buffer against the negative mental health outcomes associated with cybervictimization. This paper highlights the fact that social connectedness plays an important role for young people, the more frequently they are victimized. The implications of these findings are far reaching and suggest that understanding the role of social connectedness may be crucial to interventions that seek to mitigate the effects of cyberbullying. 相似文献
14.
Sukkyung You Michael J. Furlong Erika Felix Jill D. Sharkey Diane Tanigawa Jennifer Greif Green 《Psychology in the schools》2008,45(5):446-460
This study investigates the role of school connectedness in mediating the relation between students' sense of hope and life satisfaction for three groups: Bullied Victims, Peer Victims, and Nonvictims. Students in grades 5 to 12 (N = 866) completed the California Bully/Victim Scale, School Connectedness Scale, Children's Hope Scale, and Students' Life Satisfaction Scale. Multigroup latent mean analysis revealed significant group mean differences in hope, school connectedness, and life satisfaction, supporting our bullying classification. Multigroup structural model analysis showed differential patterns between hope, school connectedness, and life satisfaction. Specifically, school connectedness partially mediated the relation between hope and life satisfaction for the Nonvictims only. The effect of hope on school connectedness was stronger for the Bullied Victims than the Nonvictims, and the effect of hope on life satisfaction was stronger for the Peer Victims and Bullied Victims than the Nonvictims group. Implications for research and practice are discussed. © 2008 Wiley Periodicals, Inc. 相似文献
15.
Self-appraisals can combine with aspects of the school environment in predicting adolescent emotions and behaviors. This study examined how academic self-efficacy and social self-efficacy are related to anxiety and aggression, and how these relations are moderated by school stressors, academic achievement, and school belonging. The participants of the study were African American and Latino adolescents with an intellectual disability and/or a physical disability. Self-report surveys were completed by 98 adolescents. Regression analyses revealed that higher levels of both self-efficacies were associated with lower levels of anxiety, but these relations were reduced as school stressors increased. Also, high academic self-efficacy was associated with more aggression when academic achievement was low, and high social self-efficacy was associated with more aggression when school belonging was low. The findings have implications for the development of self-efficacy and for the management of adolescent anxiety and aggression. 相似文献
16.
《Journal of College Student Psychotherapy》2013,27(4):51-65
ABSTRACT This study examined multidimensional perfectionism and self-development. Two hundred seventy-one undergraduates completed a measure of multidimensional perfectionism and two Kohutian measures designed to measure aspects of self-development including social connectedness, social assurance, goal instability (idealization), and grandiosity. The researchers found evidence that adaptive perfectionists employ healthier forms of narcissism in social connectedness and goal instability (idealization) as compared to maladaptive perfectionists and nonperfectionists. Implications for treatment and future research are discussed. 相似文献
17.
Michael J. Karcher 《Psychology in the schools》2005,42(1):65-77
Far more has been written about the possible outcomes of cross‐age mentoring than about actual outcomes and the processes that lead to change. This study examined the effect of mentors' attendance on their mentees' outcomes after six months of developmental mentoring. Developmental mentoring is a structured, cross‐age peer mentoring program designed to promote children's development by facilitating connectedness. In this randomized study of 73 Caucasian, rural youth, multiple analyses of covariance revealed that connectedness to school and parents at posttest were significantly greater for mentees than for the comparison group. Regression analyses revealed that changes in self‐esteem, social skills, and behavioral competence were highly related to mentors' attendance, suggesting relational processes accounted for more change than did exposure to program curricula. However, the relationship between mentors' inconsistent attendance and mentees' decline in self‐esteem and behavioral competence suggests that absent mentors may do more harm than good. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 65–77, 2005. 相似文献
18.
Students with high levels of connectedness to the university have been found to be more likely to complete their college degree than are students with low levels of university connectedness. This study examined the role of parental and peer attachment as distal predictors of school connectedness. As predicted, it was found that attachment style to parents predicted attachment style to peers. An avoidant attachment style to peers predicted negative perceptions of peer support and support services. An anxious attachment style to peers predicted negative perceptions of faculty support. Perceptions of peer support, support services, and faculty support then predicted feelings of connectedness to the university. Classroom comfort also predicted university connectedness, although it was not found to be related to attachment style to parents or peers. Implications for college students and college/university administrators are discussed. 相似文献
19.
This article describes two young Norwegian ethnic-minority girls in their efforts to involve social networks and to position themselves as learners in the transition between lower and upper secondary school. The article explores how they experience future possibilities represented by education and how they use resources in negotiating their everyday lives. We use the concept of social gendered positional identities to study how educational choices are individually and collectively formed and enacted in these girls’ everyday figured worlds. The study builds on ethnographic data collected by following two classmates across multiple settings over two years. We develop biographical cases to demonstrate how cultural factors relevant to learning emerged in particular contexts. The article concludes that gendered positions and choices made in educational transitions are connected and that meta-reflections on personal identity can help students to make decisions about the future. 相似文献
20.
樊苗 《内江师范学院学报》2010,25(2):23-25
定义了弱区别度空间的局部ε-连通性及局部连通性,给出了局部ε-连通空间及局部连通空间的若干等价刻画．证明了局部ε-连通性及局部连通性分别是在ε-压缩开满射和缩距开满射下保持的性质． 相似文献