Prati Gabriele, Cicognani Elvira, Albanesi Cinzia
University of Bologna.
J Community Psychol. 2018 Sep;46(7):917-924. doi: 10.1002/jcop.21982. Epub 2018 Apr 17.
Previous studies have demonstrated the role of students' school sense of community (i.e., emotional connection and bonds with other students at school and sense of belonging to the school as a community) in predicting well-being (presence of positive feelings and positive functioning in life). Specifically, these studies have found that individual sense of community in the school is associated with well-being. However, individual sense of community in the school does not constitute a school-level characteristic, and the influence of sense of community at the school level on students' well-being was not investigated. To address this gap in the literature, we conducted a study investigating the influence of sense of community at the school level on students' well-being, using multilevel analysis. Our sample comprised 1,800 students (age ranged from 11 to 20 years) from public lower and upper secondary schools in Italy. Results showed that higher sense of community scores at the school level were associated with higher well-being scores, while controlling for individual sense of community, gender, and age. These results provide support for a school-level theory of school sense of community (i.e., moving school sense of community theory from the individual to the school level).
以往的研究已经证明了学生的学校社区感（即与学校其他学生的情感联系和纽带以及作为一个社区对学校的归属感）在预测幸福感（生活中积极情感和积极功能的存在）方面的作用。具体而言，这些研究发现，学校中的个人社区感与幸福感相关。然而，学校中的个人社区感并不构成学校层面的特征，并且学校层面的社区感对学生幸福感的影响并未得到研究。为了填补这一文献空白，我们进行了一项研究，采用多层次分析方法来调查学校层面的社区感对学生幸福感的影响。我们的样本包括来自意大利公立初中和高中的1800名学生（年龄在11岁至20岁之间）。结果表明，在控制了个人社区感、性别和年龄的情况下，学校层面较高的社区感得分与较高的幸福感得分相关。这些结果为学校层面的学校社区感理论（即将学校社区感理论从个人层面转移到学校层面）提供了支持。
