School of Education, University of California Irvine, Irvine, California, USA.
J Community Psychol. 2021 Mar;49(2):447-467. doi: 10.1002/jcop.22471. Epub 2020 Nov 22.
A positive school climate and sense of school belonging can influence students' academic outcomes and wellbeing in desirable ways. However, not enough is known about the aspects of school climate that influence students' feelings of belonging and how gender, ethnicity, and grade may relate to those feelings. Via a self-administered survey, a diverse sample of middle school students (n = 1,226) reported what they perceived as the best parts of their school and the parts most in need of improvement, as well as their sense of belonging. Students' perceptions of their school were aligned with the major areas of school climate: safety, relationships, teaching and learning, and institutional environment. These four areas were found to be predictive of sense of belonging to different degrees, such as listing relationships as needing improvement at the school being associated with lower scores in sense of belonging. Gender and grade were also found to be salient predictors of feelings of belonging, with seventh and eighth graders feeling less belonging than their sixth grade peers and girls having lower sense of belonging than boys. These findings affirm the importance of the school environment in influencing students' feelings of being a part of their school.
积极的学校氛围和归属感可以以理想的方式影响学生的学业成绩和幸福感。然而，我们对影响学生归属感的学校氛围方面以及性别、种族和年级如何与之相关的了解还不够。通过自我管理的调查，一个多样化的中学生样本（n=1226）报告了他们认为学校最好的部分和最需要改进的部分，以及他们的归属感。学生对学校的看法与学校氛围的主要领域一致：安全、关系、教学和学习以及机构环境。这四个领域被发现对归属感有不同程度的预测作用，例如将关系列为学校需要改进的方面与归属感得分较低有关。性别和年级也是归属感的重要预测因素，七年级和八年级的学生比六年级的学生归属感较低，女生的归属感低于男生。这些发现肯定了学校环境对影响学生对学校归属感的重要性。
