Maddox Samuel J, Prinz Ronald J
Department of Psychology, University of South Carolina, Columbia, South Carolina 29208, USA.
Clin Child Fam Psychol Rev. 2003 Mar;6(1):31-49. doi: 10.1023/a:1022214022478.
School bonding refers to the "connections" that youth have with their schools and various aspects of their academic lives. School bonding may be an important concept in prevention because it has been linked to various developmental and adjustment outcomes. This paper reviews conceptualizations, measurements, and theories of school bonding. Also considered are empirical studies that have linked school bonding to a variety of outcomes (substance use, delinquency, antisocial behavior, self-esteem). The review includes examination of how school bonding serves as a mediator in these relations and, in turn, is moderated by other variables. Despite inconsistencies in conceptualization and measurement, it is concluded that school bonding is an important construct and an appropriate target for intervention. Recommendations are offered regarding future research on school bonding, especially with respect to positive developmental outcomes and examination of variables that might moderate school bonding.
学校联结指的是青少年与其学校以及学业生活各个方面之间的“联系”。学校联结可能是预防领域中的一个重要概念，因为它与各种发展和适应结果相关联。本文回顾了学校联结的概念、测量方法和理论。还考虑了将学校联结与多种结果（物质使用、犯罪、反社会行为、自尊）联系起来的实证研究。该综述包括考察学校联结如何在这些关系中起到中介作用，以及反过来又如何受到其他变量的调节。尽管在概念化和测量方面存在不一致之处，但得出的结论是，学校联结是一个重要的构念，也是一个合适的干预目标。针对未来关于学校联结的研究提出了建议，特别是关于积极发展结果以及对可能调节学校联结的变量的考察。
