Levels Of School Attachment Research Articles

The effect of the resilience Psycho-Education program on 8th-grade students' resilience, school burnout, and school attachment levels

This study aims to examine the effects of a Resilience Psycho-Education Program (RPEP) on the resilience, school attachment, and school burnout levels of 8th-grade students. It is an experimental study based on the pre-test, post-test, and follow-up test models, which involves an experimental group, a placebo treatment group and a control group. The independent variable of the research is the Resilience Psycho-Education Program. The dependent variables are 8th-grade students' resilience, school burnout, and school attachment scores. The research was carried out with impartially and randomly selected 54 students who were attending 8th grade in Akyazı, ISE, and Zergan secondary schools in Kızıltepe district of Mardin province in Turkey. Child and Youth Resilience Measure (CYRM-28), Elementary School Student Burnout Scale for Grades 6–8 (ESSBS) and School Attachment Scale for Children and Adolescents (SASCA) were applied to the participants in the study group. In the research procedure, RPEP consisting of 8 sessions was administered to the experimental group; the placebo group took part in media-literacy studies consisting of 7 sessions that were not related to psychological resilience and no procedure was applied to the control group. Follow-up measurements were performed twice, which are two and six months after the application of post-test. To analyze the data, the Kruskal-Wallis H test and Wilcoxon Signed Ranks test were utilized. The research found significant differences (p <.05) between the post-test scores of the experimental, placebo, and control groups in favor of the experimental group in all measurements. The determined effect persisted even after two and six following months. As a result, the findings obtained from the study suggested that RPEP may be an effective means of increasing the psychological resilience and school attachment levels of the students in the experimental group and reducing their school burnout levels.

The effectiveness of the psychoeducation program developed to increase school attachment

This study aims to evaluate the results of the psychoeducational group counseling program which is prepared to increase the students' attachment to school. With this purpose in mind, the study tries to seek an answer to the question: “Is the psychoeducational group counseling program prepared to increase the 4th-grade primary school students’ school attachment effective in increasing their school attachment?” The sample of the study consisted of 10 students in a primary school in Şahinbey town of Gaziantep city in the 2018-2019 school year. The results show that there is a significant difference between the pretest and posttest scores of the students who attended the school attachment scale. Based on these results, it can be said that the psychoeducational program, which was established to increase the student's school attachment, has a significant effect on increasing the school attachment levels of the students in the experimental group. Keywords: primary school; psychoeducational; school attachment; students.

Gender-based differences in abstention and desistance from drug use among American Indian adolescents

Informed by the social control theoretical perspective, this study intends to identify the factors more likely to differentiate American Indian (AI) adolescents who never used illicit drugs (abstainers) and those who used drugs in the past but did not report recent drug usage (desisters) from their peers who reported lifetime and recent drug usage (persisters). This secondary analysis is based on data from a multi-site study conducted between 2009 and 2013. It is based on a gender-balanced sample (N = 3,380) of AI adolescents (50.50% male; Mean age = 14.75; SD = 1.69) representing the major AI languages and cultural groups in the U.S. Half of the AI adolescents reported lifetime drug use (50.40%), 37.50% never used drugs, and 12.10% stopped using drugs. When controlling for the variables included in the analysis, AI boys were significantly more likely than AI girls to desist from drug use. Both boys and girls who never used drugs tended to be younger, were less likely to have delinquent friends and a lower level of self-control, had stronger bonds to school, but lower levels of family attachment, and reported increased parental supervision. Compared to drug users, desisters associated significantly less with delinquent peers. While school attachment, self-control, and parental monitoring did not differentiate female desisters from female drug users, adolescent boys who desisted from drug use were more likely to report higher levels of school attachment and parental monitoring and their level of self-control was less likely to be low.

Factor Affecting Secondary School Students' Level of School Attachment: School Burnout

The aim of this study is to examine the school burnout factors that affect the level of school attachment of secondary school students. The research was carried out with a total of 326 secondary school students studying in the eighth grade in a secondary school in a province of the Central Anatolia Region. In the research, "School Attachment Scale for Children and Adolescents" developed by Savi (2011) to measure students' school attachment levels, and "Primary Education II. “School Burnout Scale for Level 1 Students” was used. Multiple linear regression analysis was used to examine school burnout as the level of school attachment. SPSS was used in the analysis of the research data. As a result of the research, it was determined that school burnout factors are important factors that predict school attachment. Suggestions for different stakeholders were developed in line with the findings obtained from the research.

Rural college graduates: Who comes home?

Many rural communities throughout the United States have experienced brain drain, or the out-migration of educated young people. Explanations for why college-educated adults leave rural communities have relied on economic rationales; however, the effects of social identities, community context, and place attachment have also been shown to influence migration decisions. Using data from the National Longitudinal Study of Adolescent to Adult Health (Add Health), this study examines factors experienced during adolescence as well as postsecondary characteristics that promote college graduates' return to their rural communities when they are between the ages of 34 and 43. We find that among college graduates who had attended a rural public K-12 school, those who had higher levels of school attachment were significantly more likely to return home compared to graduates who had lower levels of school attachment. The findings also suggest that graduates who came from a lower college-educated community were more likely to return home than those from average or highly college-educated communities. By analyzing long-term outcomes, this study extends our understanding of the strengths of adolescent experiences and neighborhood context influencing the pull to return home and the support for policies strengthening rural communities as there may be long-term effects to returning home, even if youth leave for college.

The effects of relative body weight on socioemotional and schooling outcomes among female adolescents in the United States

RationaleAn extensive literature has shown that individuals, especially women, with higher body mass index (BMI) face a range of negative life outcomes. Most previous studies rely on absolute measures of body weight, such as BMI and obesity status, to estimate the social impact of body weight. Using absolute measures of body weight, however, is inconsistent with social-psychological theories that explain the effects of body weight because they conflate the social effects of body weight with biological processes of body weight. ObjectiveThis study extends the literature by utilizing a relative measure of body weight, or a student's BMI rank within her relevant peer group, to examine the impact of body weight on youth outcomes. MethodsUsing data from the National Longitudinal Study of Adolescent to Adult Health and leveraging a quasi-experimental research design, this study examines the association between relative BMI and socioemotional and schooling outcomes among female adolescents in the United States. ResultsResults show that female students with high relative BMI are more likely to experience a decrease in self-esteem and an increase in depressive symptoms, even after adjusting for absolute BMI and weight perceptions. These effects are partially explained by lower levels of school attachment (∼26% for self-esteem and ∼15% for depressive symptoms). This study also finds that relative BMI is associated with an increased risk of high school dropout, but not college attainment and completed years of schooling. The association between relative BMI and high school dropout is partially explained by a combination of lowered self-esteem (∼7%), increased depressive symptoms (∼12%), as well as a decline in academic achievement (∼33%) and aspirations (∼12%). ConclusionWe argue that to better understand how body weight affects one’ life outcomes, it is essential to take into consideration the social contexts in which one is embedded.

Analyzing School Attachment of Secondary School Students’ for Regards to Various Variables

The purpose of this study is to investigate whether school attachment levels of secondary school students change according to gender, class level, family income level, academic achievement, parents' age level, parents' job and parents' education level variables or not. The sample of the study consists of 382 (211 female, 171 male) students studying in 5th, 6th, 7th and 8th grades of two secondary schools in Beylikdüzü district of Istanbul in the 2019-2020 academic year. In this study, the "Personal Information Form" developed by the researcher and the "School Attachment Scale for Children and Adolescents" adapted to Turkish by Savi (2011) were used as data collection tools. T-test for binary variables and ANOVA statistical technique for multiple variables were used. According to the findings of the study, there was no significant difference between the variables of gender, academic achievement, parents’ age level, mother's job, family income level and father's education level. However, A significant difference was found between the groups in the variables of the class level of the student, father's job and mother's education level. The findings were discussed and suggestions presented.

Links between proactive and reactive aggression and disciplinary actions among middle school‐age youth

AbstractThe current study examined associations between proactive and reactive aggression and disciplinary actions in an academic year among middle school‐age youth at Time 1 (Fall) and 6‐month later (Spring) and evaluated school attachment as a moderator of these links. Findings indicated that reactive, not proactive, aggression was robustly positively associated with disciplinary actions in both Fall and Spring. School attachment was negatively associated with disciplinary action in both Fall and Spring but did not moderate the links between either function of aggression and disciplinary actions at either time point. Findings suggest that reactive, not proactive, aggression is linked with disciplinary actions at school, and this effect is independent of levels of school attachment. Implications for these findings are discussed.

An Explanatory Model of Academic Success

The aim of this study is to test the model which explains the academic success suggested by the researchers by considering the theoretical explanations and the results of the studies in the literature. The hypotheses tested in accordance with this general aim are: The number of social media accounts and the duration of internet usage positively and directly affect internet addiction, internet addiction negatively and directly affects academic motivation, academic motivation positively and directly affects school attachment and school attachment positively and directly affects academic success. In the model explaining academic success, measurement tools were applied to 205 high school adolescents. Internet Addiction Test-Short Version by Young, Academic Motivation Scale, School Attachment Scale for Children and Adolescents along with personal information form prepared by the researchers were used as data collection tools. Analyses were performed using SPSS 20 and AMOS software. In the test phase of the model, covariance matrix and maximum likelihood method were used. As a result of the analysis, the proposed hypotheses were confirmed and the proposed hypothetical showed compliance [χ2=75.510, df=33, χ2/df=2.288, RMSEA=0.079, SRMR=0.078, GFI=0.93, AGFI=0.89, CFI=0.88; IFI=0.80, TLI (NNFI)=0.85]. According to the results of the research it has been concluded that the higher number of social media accounts and the increase in the duration of internet usage leads to internet addiction, internet addiction negatively affects academic motivation, low level of academic motivation affects school attachment negatively and low level of school attachment does not negatively affect academic success.

School bonding and ethos in trajectories of offending: Results from the Belfast Youth Development Study.

BackgroundAspects of the school environment, such as school attachment levels, are linked to adolescent offending. Previous research has not clarified whether a school‐ or individual‐level intervention approach to improving pupil school attachment and commitment is most likely to reduce adolescent offending.AimThe present study assessed the impact of individual‐ and school‐level variables on offending behaviour from ages 14–16 years.SampleThe participants were 4,049 young people from 42 mainstream schools who took part in the Belfast Youth Development Study.MethodMultilevel modelling was used to examine the relative influence of individual‐ and school‐level variables on offending behaviour in adolescence.ResultsPupils who had high levels of school commitment and attachment and were involved in fewer fights at age 13 reported lower levels of offending at age 14 years. Differences between schools accounted for 7% of the variation in offending. Lower individual‐level commitment was associated with higher initial levels of offending at age 14 if the school‐level ethos was of higher commitment. Lack of safety at the school level appeared to be detrimental for young people not exposed to socio‐economic deprivation.ConclusionsIndividual‐level targeted interventions are likely to be a more cost‐effective approach of reducing offending behaviour in adolescence. Additional, albeit smaller, reductions in offending levels could be achieved through school‐level interventions in some school types (e.g., deprived areas).

Identity dimensions and self-esteem as predictors of school attachment in adolescence period

The aim of this study is to investigate whether identity dimensions and self-esteem significantly predict the level of school attachment. The study group consisted of 185 female (62.7%) and 110 male (37.3%) who were studying at High School in Usak province and they accepted to participate in the study as voluntary. Utrecht-Management of Identity Commitments Scale, School Attachment Scale for Children and Adolescents and Rosenberg Self-esteem Scale were used to collect data. According to regression analysis results identity dimensions and self-esteem significantly predicted attachment to school, attachment to teacher and attachment to friend. Cultural, educational, artistic and sportive activities should be planned to enable students to realize their potential for a healthy identity development and self-esteem.

Investigation of Relationship between High School Students’ Level of School Attachment and Aggression

Investigation of Relationship between High School Students’ Level of School Attachment and Aggression

Effect of School Yard Playgrounds on Development and School Attachment Levels of Children

The aim of this study is to examine the impact of playgrounds drawn in school yards on development and school attachment levels of the children. Sample of the study consisted of 319 students. 164 of them are female students while 155 are male students studying in the 3rd and 4th grades in Dr. Ferdi Kocel Elementary School, Yarbay Refik Cesur Elementary School and Saraybahce Elementary School located in the district of Izmit in Kocaeli. As for data collection tools, personal information questionnaire, school attachment scale (Savi, 2011) and school yard playgrounds questionnaire (Basaran, 2017) were employed. The data obtained from the questionnaires were analysed in the SPSS 18 package program and frequency and percentage distributions. Cronbach Alpha, Paired Sample T-Test and Independent T-Test were used (p<0.05). At the end of the study, statistically significant differences were found between pretest/posttest scores of the school attachment scale, while no statistically significant difference was found in the playgrounds questionnaire. Differences were detected among some items of both scales and between pretest and grade in the playgrounds questionnaire. Diverse colourful drawings in the school yards of all elementary schools will be helpful in terms of development and school attachment in children.

What are the factors associated with depressive symptoms among orphans and vulnerable children in Cambodia?

Compared to general children, orphans and vulnerable children (OVC) are more exposed to negative outcomes in life such as abuse and neglect. Consequently, OVC are more susceptible to depression. This paper investigated factors associated with depressive symptoms among OVC in Cambodia. In this cross-sectional study, data of 606 OVC from the Sustainable Action against HIV and AIDS in Communities (SAHACOM) project were analyzed. The data were collected from five provinces and analyzed separately for boys and girls. Multiple linear regression analysis was used to identify factors independently associated with levels of depressive symptoms. Both boys and girls who reported having been too sick making them unable to attend school or go to work in the past six months (boys: B = 3.5; 95 % CI = 0.7, 6.2; girls: B = 5.7; 95 % CI = 2.9, 8.5) and who had witnessed violence in the family (boys: B = 5.6; 95 % CI = 1.6, 9.6; girls: B = 5.8; 95 % CI = 1.7, 9.9) had a higher level of depressive symptoms. Girls who were older (B = 8.5; 95 % CI = 3.0, 14.0), who did not have enough food in the past six months (B = −8.7; 95 % CI = −13.7, −3.7) and whose parents were separated, divorced or dead (B = 3.9; 95 % CI = 0.5, 7.2) had a higher level of depressive symptoms. Higher level of school attachment was negatively associated with depressive symptoms in both genders (boys: B = −1.4; 95 % CI = −2.0, −0.9; girls: B = −1.4; 95 % CI = −2.0,-0.9). Factors such as physical health and exposure to violence may affect mental health of OVC in Cambodia. As health is of utmost importance, better healthcare services should be made easily accessible for OVC. Schools have the potential to act as a buffer against depressive symptoms. Therefore, efforts should be made to keep OVC in school and to improve the roles of school in Cambodia.

Developmental Outcomes of School Attachment Among Students of Mexican Origin.

We used a longitudinal community study of 674 grade school children (Grades 5, 6, 7, and 8; 337 males, 337 females) of Mexican origin to examine outcomes of school attachment. Attachment to school is important in this population given the high level of school dropout rates of Mexican-origin students. Results indicated that, on average, school attachment from fifth to sixth grade remains stable, but declines from sixth to eighth grade. Boys had lower levels of school attachment at fifth grade but followed similar patterns of change as girls did. Attachment to teachers, peer competence, school aspirations and expectations, and substance-use cognitions emerged as longitudinal outcomes of level or changes in school attachment. Gender moderated associations of school attachment.

What are the factors associated with depressive symptoms among orphans and vulnerable children in Cambodia?

BackgroundCompared to general children, orphans and vulnerable children (OVC) are more exposed to negative outcomes in life such as abuse and neglect. Consequently, OVC are more susceptible to depression. This paper investigated factors associated with depressive symptoms among OVC in Cambodia.MethodsIn this cross-sectional study, data of 606 OVC from the Sustainable Action against HIV and AIDS in Communities (SAHACOM) project were analyzed. The data were collected from five provinces and analyzed separately for boys and girls. Multiple linear regression analysis was used to identify factors independently associated with levels of depressive symptoms.ResultsBoth boys and girls who reported having been too sick making them unable to attend school or go to work in the past six months (boys: B = 3.5; 95 % CI = 0.7, 6.2; girls: B = 5.7; 95 % CI = 2.9, 8.5) and who had witnessed violence in the family (boys: B = 5.6; 95 % CI = 1.6, 9.6; girls: B = 5.8; 95 % CI = 1.7, 9.9) had a higher level of depressive symptoms. Girls who were older (B = 8.5; 95 % CI = 3.0, 14.0), who did not have enough food in the past six months (B = −8.7; 95 % CI = −13.7, −3.7) and whose parents were separated, divorced or dead (B = 3.9; 95 % CI = 0.5, 7.2) had a higher level of depressive symptoms. Higher level of school attachment was negatively associated with depressive symptoms in both genders (boys: B = −1.4; 95 % CI = −2.0, −0.9; girls: B = −1.4; 95 % CI = −2.0,-0.9).ConclusionsFactors such as physical health and exposure to violence may affect mental health of OVC in Cambodia. As health is of utmost importance, better healthcare services should be made easily accessible for OVC. Schools have the potential to act as a buffer against depressive symptoms. Therefore, efforts should be made to keep OVC in school and to improve the roles of school in Cambodia.

Ortaokul Öğrencilerinde Okula Bağlanmanın Çeşitli Değişkenler Açısından İncelenmesi

The purpose of this research is to analyse, the level of school attendance, sex, age, class, family economic status, parents' education level in terms of academic achievement of the secondary school students. The participants of the study consist of 552 secondary school students (280 girls, 272 boys) with an average age of 12.6. As a data collection tool, the inventory “School Attachment Scale for Children and Adolescents” adapted to Turkish by Savi (2011) was used. In data analysis, t-test and one-way analysis of variance were used. Girls’ school attachment level found to be higher than boys. As students’ age and grade get higher their school attachment levels fall. The level of involvement in school of the students whose parents have a higher economic condition and a higher educational background is more than the students whose parents have a lower economic situation and educational background. It was found that the level of involvement in school of the students, whose academic achievement level is higher, is more than the students whose academic achievement level is lower

A Multilevel Analysis of Adverse Family Relations, School Bonding and Risk Behaviours Among Adolescents

The risk behaviours of adolescents, such as alcohol use, gambling and violence, represent a great public health challenge. In order to investigate how inter-school differences in risk behaviours can be explained by a positive school environment, measured via school bonding at the individual and school level, and how risk behaviour differences relate to a negative family environment, a multilevel analysis of individual, family and school factors was conducted. A survey was carried out with a random sample of 20 % of all students from 30 secondary schools in Croatia. The questionnaire used consisted of scales for assessing (1) risk behaviours, (2) socio-demographics, (3) adverse family relations, (4) school bonding and (5) school level variables. Intraclass correlations of 0.094 and 0.101 for risk behaviours and school bonding, respectively, were found. Upon fitting a multilevel model with individual and contextual variables, 94.3 % of the school level variance for risk behaviours was explained. Results indicate that, when the compositional effects of age, gender, family background and student’s own level of school attachment and commitment were held constant, attending a school where students tended to exhibit better school bonding was associated with fewer reported risk behaviours both for students from high and low levels of adverse family relationships. These findings support the notion that a whole school approach targeted towards students, families and schools may be helpful in the prevention of risk behaviours.

Pride and Prejudice: Factors Affecting School Attachment Among Lesbian, Bisexual, and Heterosexual Girls

School attachment is often regarded as a key measure in gauging the integration and wellbeing of students. Previous research suggests that levels of school attachment are generally lower among sexual minority students, but most studies focus on between-gender comparisons and do not conduct within-gender analyses. Using data from the First National Climate Survey on Homophobia and Transphobia in Canadian schools, this study set out to empirically analyze what, if any, differences exist among lesbian, bisexual, and heterosexual female students when assessing the relationship between homophobic and gender-negative language, feelings of safety, harassment/direct victimization, and school climate on school attachment. Bivariate and multivariate findings suggest that there are key differences among female students in terms of school attachment.

INFLUENCE OF CONTEXTUAL FACTORS ON ACADEMIC PERFORMANCE IN A SAMPLE OF LATINO ADOLESCENTS: THE MODERATING ROLE OF SCHOOL ATTACHMENT

The present study further evaluated contextual factors (i.e., neighborhood violence and peer rejection) that contribute to academic performance by examining school attachment as a moderator of these associations in a sample of Latino high school students (N = 144, 54% male). Findings suggested that both neighborhood violence and peer rejection were negatively associated with academic performance. However, the influence of neighborhood violence depended on levels of school attachment, with neighborhood violence unrelated to poor academic performance when levels of school attachment were high. In contrast, peer rejection was robustly associated with poor academic performance, regardless of the level of school attachment. Implications of findings are discussed.