Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Belongingness in Early Secondary School: Key Factors that Primary and Secondary Schools Need to Consider
Curtin University, Perth, Australia.
Jönköping University, School of Education and Communication, HLK, CHILD.
Curtin University, Perth, Australia.
Curtin University, Perth, Australia.
Show others and affiliations
2015 (English)In: PLOS ONE, E-ISSN 1932-6203, Vol. 10, no 9, article id e0136053Article in journal (Refereed) Published
Abstract [en]

It is unknown if, and how, students redefine their sense of school belongingness after negotiating the transition to secondary school. The current study used longitudinal data from 266 students with, and without, disabilities who negotiated the transition from 52 primary schools to 152 secondary schools. The study presents the 13 most significant personal student and contextual factors associated with belongingness in the first year of secondary school. Student perception of school belongingness was found to be stable across the transition. No variability in school belongingness due to gender, disability or household-socio-economic status (SES) was noted. Primary school belongingness accounted for 22% of the variability in secondary school belongingness. Several personal student factors (competence, coping skills) and school factors (low-level classroom task-goal orientation), which influenced belongingness in primary school, continued to influence belongingness in secondary school. In secondary school, effort-goal orientation of the student and perception of their school's tolerance to disability were each associated with perception of school belongingness. Family factors did not influence belongingness in secondary school. Findings of the current study highlight the need for primary schools to foster belongingness among their students at an early age, and transfer students' belongingness profiles as part of the handover documentation. Most of the factors that influenced school belongingness before and after the transition to secondary are amenable to change.

Place, publisher, year, edition, pages
2015. Vol. 10, no 9, article id e0136053
National Category
Educational Sciences Health Sciences
Identifiers
URN: urn:nbn:se:hj:diva-28218DOI: 10.1371/journal.pone.0136053ISI: 000361604400003PubMedID: 26372554Local ID: HLKCHILDISOAI: oai:DiVA.org:hj-28218DiVA, id: diva2:862731
Available from: 2015-10-23 Created: 2015-10-23 Last updated: 2023-05-08Bibliographically approved

Open Access in DiVA

fulltext(826 kB)327 downloads
File information
File name FULLTEXT01.pdfFile size 826 kBChecksum SHA-512
9fbf1da491a58679f2a23020b0589b6c72f468f2daa37fe92d355063fb44e7720d8d889d830886011d0193f45c17db566024845b7e2c968e045237011030cb51
Type fulltextMimetype application/pdf

Other links

Publisher's full textPubMed

Authority records

Falkmer, Torbjörn

Search in DiVA

By author/editor
Falkmer, Torbjörn
By organisation
HLK, CHILDHHJ. CHILD
In the same journal
PLOS ONE
Educational SciencesHealth Sciences

Search outside of DiVA

GoogleGoogle Scholar
Total: 327 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

doi
pubmed
urn-nbn

Altmetric score

doi
pubmed
urn-nbn
Total: 562 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf