School Sense Of Community Research Articles

청소년의 디지털 시민역량, 세계시민성, 학교 공동체 의식의 구조적 관계 연구

이 연구에서는 청소년의 디지털 시민역량이 세계시민성을 매개하여 학교 공동체 의 식에 미치는 구조적 관계를 확인하였다. 이를 위해 수도권(서울특별시, 경기도, 인천광 역시)에 위치하는 고등학교에 재학 중인 고등학생 768명을 대상으로 설문조사를 실시 하였다. 구조방정식 모형을 활용한 경로분석과 부트스트래핑 검증 결과, 디지털 참여 역량과 디지털 비판적 사고 역량이 학교 공동체 의식에 정적(+)으로 유의한 영향을 미 치는 것으로 나타났다. 그리고 디지털 참여 역량과 디지털 비판적 사고 역량은 세계시 민성을 매개하여 학교 공동체 의식에 정적(+)으로 유의한 영향을 미치는 것을 확인하 였다. 이러한 분석결과를 토대로 첫째, 디지털 시민역량 함양을 위한 교육과 둘째, 세 계시민교육 활성화의 필요성을 제언하였다.

학교공동체의식, 또래관계, 사회⋅정서역량과 방어행동 간의 초⋅중등 다집단 메타경로분석

Objectives The current study aimed to explore the relationship between a person and its embedded ecological systems using multi-group (primary vs. secondary) meta-path analysis. Through this, the significance of the indirect effect of social-emotional competence was determined in the path model of connecting environmental variables of sense of school community and peer relationship to defending behavior. Finally, we tested whether the mediating effect of social-emotional competence in the entire group differed by school level (primary vs. secondary). Methods A multi-group meta-path analysis was conducted on domestic academic journals (29 articles), master's and doctoral dissertations, and candidates for entry journals (28 articles) from 2007 to June 2021. Two-step processes were performed for meta-path analysis (a) the mean correlation coefficient, that is, a pooled correlation matrix was obtained using the random effect model for the correlation between each study, and (b) direct and indirect effects were examined using meta-path analyses. Results In the meta-path analysis for entire and middle school students, direct and indirect effects were significant in all paths among the sense of school community factor, the peer relationship factor, the social-emotional competence factor, and the defending behavior factor. However, in elementary school students, social-emotional competencies mediated fully the relationship between the sense of school community and defending behavior. Still, social-emotional competence did not mediate the relationship between peer relations and defending behavior. Conclusions This study confirmed that elementary and middle school students had different pathways in the model in which sense of school community and peer relationship impacted the defending behavior through individual social-emotional competence.

Does a school snack make a difference? An evaluation of the World Food Programme emergency school feeding programme in Lebanon among Lebanese and Syrian refugee children.

To investigate the effects of providing a daily healthy school snack on children's nutritional, social and educational outcomes and explore stakeholders' perceptions of an emergency school feeding programme (SFP). Convergence triangulation mixed-methods study design. Associations were examined between receiving the school feeding intervention and children's outcomes using multivariable regression models. Quantitative data were complemented with interviews and focus group discussions with parents and staff. In vulnerable communities in Lebanon, the World Food Programme has implemented an emergency SFP targeting Lebanese (attending morning sessions) and Syrian refugee children (attending afternoon sessions) in public schools. Children from ten intervention schools (morning n 403; afternoon n 379) and ten matched control schools (morning n 399; afternoon n 401), as well as twenty-nine parents and twenty-two school staff members. Diet diversity was higher in intervention schools as compared with control with a significantly higher consumption of dairy products, nuts and fruit in both sessions. Child-reported food insecurity experience was lower in children attending the afternoon session of intervention v. control schools. The SFP intervention was associated with higher school engagement and sense of school community in the morning session only. While the SFP was significantly associated with higher attendance for children in afternoon sessions only, it was significantly associated with school retention of children in both sessions. A daily healthy snack potentially acts as an incentive to improve children's nutritional outcomes, school engagement, sense of belonging, equality between students and improvement in children's attendance and retention in public schools.

Early Childhood Special Education Teachers’ Job Burnout and Psychological Stress

ABSTRACT Research Findings: All teachers have demanding jobs and work with limited resources. However, working with young children with disabilities may place additional demands on early childhood special education (ECSE) teachers which may impact their well-being. Using the Job Demands and Resources model, the present study aimed to predict ECSE teachers’ job burnout and psychological stress by using their job demands, job resources, and professional internal resources. An online survey was collected from 121 ECSE teachers from a large urban school district in a Western state of the United States. The results showed that job demands (work-related stressors) were positively associated with teachers’ job burnout and psychological stress. Job resources (sense of school community) were negatively associated with their job burnout and psychological stress. Teachers’ job commitment was negatively associated with job burnout. Though their other internal resources (beliefs about developmentally appropriate practices and teaching-efficacy) were not related to their job burnout and psychological stress, their beliefs about social emotional learning were positively related to job burnout. Practice or Policy: These findings offer implications for research and practice regarding the importance of improving ECSE teachers’ well-being and working conditions.

Are U.S. schools places of community? Does it matter?

To what extent are American schools places of community? We review evidence based on safety, peer relations, teacher support, academic engagement, sense of fairness, liking and belonging to the school, student voice, and extracurricular activities, which are closely related to students' sense of community in schools. Underlying differences between students who do and do not feel part of their school community are considered. We also examine longitudinal studies that provide insight into how a sense of community shapes students long term, including educational academic outcomes, social and emotional competence, and physical and mental well-being. Finally, we highlight individual, classroom-level, and school-wide strategies that promote community by building positive relationships, providing engaging learning experiences, and maintaining social and emotional supports that allow students to thrive. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Exploring Subjective Well-Being and School Sense of Community among High School Students through Photovoice

The incorporation of students’ voices is essential for subjectively assess their experiences and living conditions in schools. This article aimed to explore high school students’ perceptions regarding the relationship between subjective well-being and the school sense of community. A multi-case study using photovoice involved 170 students aged 14 to 18 who attended four Chilean high schools. Data were analyzed through thematic analysis supported by NVivo. Results showed three issues: multidimensionality in subjective well-being, interactions with the school community, and their relationship. The two-way connection between them was a central finding of this research. In the study, students perceived members of the school community such as peers, teachers, and other adults, as people with whom they developed positive and negative, as well as cognitive and emotional connections in a variety of school experiences, activities, or events occurring at the institution they belong. Similarities and divergences in student responses according to the type of school were discussed. This research contributes to the design of psychosocial interventions by considering the voices of high school students as active members of the school community.

A Cross-Lagged Panel Analysis of the Relationship Between Neighborhood Sense of Community and School Sense of Community.

Neighborhood sense of community and school sense of community have been associated with important outcomes for adolescents. However, the complex interplay between neighborhood sense of community and school sense of community among adolescents is not clear. Moreover, the studies showing an association between neighborhood sense of community and school sense of community have been cross-sectional. The present study investigated the directionality of the relationship between neighborhood sense of community and school sense of community using a longitudinal cross-lagged design. Using structural equation modeling, a cross-lagged panel analysis revealed that school sense of community at Time 1 significantly predicts neighborhood sense of community at Time 2 even after controlling for neighborhood sense of community at Time 1. However, neighborhood sense of community at Time 1 did not predict school sense of community at Time 2. Results of this study support the theory that school sense of community can provide students with a bridge between school and community.

Sense of school community among high school students with a disability

High school students with a disability often experience social isolation and exclusion. Previous research has not explored the extent to which youth with a disability feel connected to their school environment, their sense of school community. This study utilized data from The National Longitudinal Transition Study-2 (NLTS-2), a 10-year longitudinal dataset that includes high school students with various disabilities. The study proposed a theoretical framework for sense of school community through maximized school assets and minimized school challenges. The study sample included a total of 1,180 high school students, 11th (n = 443) and 12th (n = 737) graders who completed surveys. Multiple linear regression analysis revealed that a combination of school assets and school challenges of high school experience predicted sense of school community among 11th and 12th graders. Practical implications for increasing sense of school community and reducing social isolation are discussed.

School sense of community as a predictor of well-being among students: A longitudinal study

School sense of community has been associated with students’ well-being. However, this finding is based on cross-sectional studies and longitudinal studies are required to confirm this association. We hypothesized that school sense of community is longitudinally associated with students’ well-being. We recruited 106 Italian students attending a public high school. We measured school sense of community and students’ well-being at the beginning of the school year (Time 1) and students’ well-being at the end of the school year (Time 2). Results from Bayesian linear regression analysis revealed that school sense of community at Time 1 significantly predicts students’ well-being at Time 2. In addition, school sense of community at Time 1 was a statistically significant predictor of students’ well-being at Time 2, even after controlling for students’ well-being at Time 1, age, and gender. Results of this study support the theory that school sense of community increases well-being.

Promoting Physical Activity and Science Learning in an Outdoor Education Program

Outdoor education programs have been shown to have a positive effect on the educational, physical and emotional development of youth. They are increasingly being used to foster a sense of community in schools and to provide students with learning opportunities related to the environment. This article describes an integrated outdoor education program aimed at increasing physical activity and science knowledge among elementary school children in an economically disadvantaged urban community. Results from a study that was conducted showed that activity levels were significantly higher and sedentary time was significantly lower during the outdoor education program compared to the rest of the school day. Schools can utilize outdoor education programs to promote physical activity and improve science learning in elementary school children.

The Impact of Sense of Community in the School, Social Skills, and Exposure to Aggression and Victimization on Students’ Well-Being

Research suggests that sense of community in the school is a promising construct in terms of its ability to promote students’ well-being. However, mechanisms behind and the potential benefits of school sense of community have not been studied in detail. This cross-sectional study tested a model which examined the role of sense of community in the school, social skills, exposure to aggression, and victimization in shaping students’ well-being. The sample consisted of 1076 students from 22 public middle schools and 724 students from 22 public high schools located in the Italian Region of Liguria. Using a Bayesian estimation for a structural equation model, results showed that sense of community in the school directly predicted students’ social skills, exposure to aggression, and well-being and, indirectly (through social skills and exposure to aggression), victimization. In addition, we found that social skills were related to victimization. Finally, results showed that victimization was predicted by exposure to aggression and predicted well-being. The current study suggests that sense of community in the school and social skills are key variables for interventions that aim to prevent aggressive behaviors at school and to increase students’ well-being.

School Sense of Community, Teacher Support, and Students' School Safety Perceptions.

This study examined the association between two characteristics of school climate (sense of community and teacher support, measured both at the individual and at the school level) and students' feelings of being unsafe at school. The study involved a sample of 49,638 students aged 10-18years who participated in the 2010-2012 California Healthy Kids Survey. Using hierarchical linear modeling (HLM), our findings revealed that, at the individual level, students perceiving higher levels of sense of community and teacher support at school were less likely to feel unsafe within the school environment. At the school level, sense of community was negatively associated with unsafe feelings, whereas there was no association between school-level teacher support and feelings of being unsafe at school.

An Investigation of Students' Perceptions about Democratic School Climate and Sense of Community in School

This study aims to investigate students' perceptions about democratic school climate and sense of community in school. In line with this purpose, it aims to find answers to the following questions: How democratic do students find the school climate? What is students' sense of belonging level at school? What is the academic success level of students? Is there a significant relationship between students' democratic school climate scores and sense of community in school scores? The study, which was designed as a descriptive one to identify the present situation, made use of democratic school climate scale as data collection tool. Students' academic success was evaluated based on their grade point averages. The participants were students in a School of Foreign Languages department in a university in southern Turkey. The study utilized descriptive statistics and Pearson product-moment correlation coefficient analysis techniques. It was found that students' sense of community in school perceptions were higher than their perceptions about democratic school climate. Although there was not a high relationship between academic success and perceptions about sense of community in school and democratic school climate, students with very low academic success had low perceptions about democratic school climate and sense of community in school. As for those with very high academic success, they were found to have high perceptions in relation to these variables. In line with the findings obtained from the study, some recommendations were made for democratic school climate.

The Effect of Trust Level on School Regulations on the Youth’s Sense of School Community

The Effect of Trust Level on School Regulations on the Youth’s Sense of School Community

The Effects of Parenting Attitude on Aggression and Sense of School Community perceived by Elementary School Students

The Effects of Parenting Attitude on Aggression and Sense of School Community perceived by Elementary School Students

Beliefs and Behaviors of Two High School Principals in Developing a Sense of School Community for Students

This qualitative study investigated two high school principals’ articulation of establishing a sense of community. The principals’ narratives, values, beliefs, and behaviors are examined through the lens of community membership, fulfillment of needs, influence, and emotional connections. Findings show that the principals, leading schools with different contexts, both implemented structures and processes that addressed elements of the frame as foundation for student success. While the principals expressed similar beliefs regarding community, behavioral approaches differed in implementation.

The Effect of Teacher Discipline on the Sense of School Community of Youth

The Effect of Teacher Discipline on the Sense of School Community of Youth

A Quasi-Experimental Analysis of Schoolwide Violence Prevention Programs

Violence prevention programs are commonplace in today’s schools, though reviews of the literature reveal mixed empirical findings on their effectiveness. Often, these programs include a variety of components such as social skills training, student mentoring, and activities designed to build a sense of school community that have not been tested for individual effectiveness. To fill this gap, we wanted to determine the relationships between specific violence prevention program components and aggression and violence outcomes. Using the U.S. Department of Education’s School Survey on Crime and Safety, we estimated the effects of components of violence prevention programs through analyses with proportional odds logistic regression and Poisson regression models. We found significant relationships between three violence prevention program components (individual attention, mentoring, tutoring, and/or coaching; recreational, enrichment, or leisure activities; and involving students in resolving student conduct problems) and aggression and violence outcomes.

The influence of sense of school belonging on Traveller students’ secondary school completion

Aims:This study sought to investigate the relationship between school variables, background variables, sense of belonging and absenteeism in Traveller students in Irish secondary education aged 12 to 15 years.Method:The study employed a wait list control design, recruiting 37 Traveller students and 41 non-Traveller students from three secondary schools in the west of Ireland. All participating pupils completed questionnaires designed to sample their emotional engagement with school such as the Belonging Scale, the School Connectedness Scale and the Sense of School Community Scale. Teachers who worked directly with the participating Traveller students completed the Affective Engagement Perspective Scale. School attendance records from each school were accessed to collect data about the absenteeism rates.Findings:Differences between Traveller and non-Traveller participants were examined using analysis of variance (ANOVA) and t-tests. In line with previous research, Traveller students had higher absenteeism compared to their non-Traveller peers. Overall non-Travellers had a greater sense of school community and connectedness. Multiple regression analysis examined the relationship between school, home and sense of school belonging variables on absenteeism. Results showed absenteeism was predicted by individual’s sense of school community, mother’s educational level and whether the individual was a Traveller or not.Conclusions:Results are discussed in relation to educational practice, in particular the need for secondary schools to develop organisational structures and systems to target the promotion of sense of belonging in schools and to engage Traveller families. Implications for future research are examined.

Sense of Community, Inclusion, and Religious Pluralism: A Comparison of Two Catholic Universities

For decades researchers assessed sense of community (SOC), inclusion, and pluralism within academic settings. In the present study, 2,220 undergraduate students (1,442 women, 778 men; M age = 23.42 years; SD = 7.84) at two Catholic universities responded to perceived levels of school sense of community, inclusion, and religious pluralism. Analyses of covariance assessing participants’ university setting, religious affiliation, and racial identification showed no significant interaction or main effects for setting and racial identity with regard to inclusion. However, a significant interaction for university setting and religious affiliation for sense of community was found. Limitations and future directions are discussed.