Abstract
Some previous studies have explored the impact of family function on school belonging. However, little is known about the parallel mediating relationship underlying them. This study aims to investigate the formation mechanism of school beginning in a sample of Chinese adolescents and examined the parallel mediating role of interpersonal self-support and individual self-support in the link between family function and school belonging. A cross-sectional study was conducted in four schools of the district of Hunan province in China, and 741 students were surveyed using cluster sampling. Family cohesion and adaptability scale (FACES), Adolescent students self-supporting personality scale (SSPS-AS), School belonging scale were applied. The results indicated that interpersonal self-support and individual self-support, together, and uniquely, parallel mediated the relationship between family function and school belonging. It can be concluded that family function not only has direct effects on school belonging but also has indirect effects through interpersonal self-support and individual self-support.
Highlights
Sense of school belonging refers to students’ feeling that they are liked, respected, and valued by others in the school (Hamm and Faircloth, 2005), which has been received great attention in social life and empirical research (Ahmadi et al, 2020)
The results of this study showed that the better the family functioning of junior high school students, the better the corresponding sense of school belonging
The purpose of the present study was to examine the relationship between family function and school belonging
Summary
Sense of school belonging refers to students’ feeling that they are liked, respected, and valued by others in the school (Hamm and Faircloth, 2005), which has been received great attention in social life and empirical research (Ahmadi et al, 2020). Previous research revealed its great effect on individual development, especially in adolescents. Wormington et al (2016) found that school belonging reduced adolescent peer injury. It is necessary to explore the mechanism of improving students’ sense of school belonging. The previous study has highlighted the importance of research focusing on the sense of school belonging in Eastern Cultures because of its poor performance comparing to the Western Cultures (Cortina et al, 2017). This study based on the theory of family and peer systems linkage examined the association of family function
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