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What Fosters School Connectedness? The Roles of Classroom Interactions and Parental Support
Anqi Peng1, Meagan M Patterson2, Sean Joo2
1Department of Educational Psychology, University of Kansas, 1122 West Campus Road, Lawrence, KS, 66045, USA. anqipeng@ku.edu.
Teacher and parent support are key to adolescent school connectedness. Classroom management and parental involvement positively influence students' sense of belonging and teacher support.
Area of Science:
- Adolescent Psychology
- Educational Psychology
- Sociology of Education
Background:
- School connectedness is linked to positive adolescent outcomes, yet its precursors are understudied.
- Understanding factors influencing school connectedness is crucial for supporting adolescent well-being and academic success.
Purpose of the Study:
- To investigate the influence of classroom interactions and parental support on school connectedness in adolescents.
- To differentiate the roles of specific classroom support domains and parental support in fostering teacher support and school belonging.
Main Methods:
- Analysis of data from 4838 U.S. students (aged ~15.8) from the 2018 Programme for International Student Assessment (PISA).
- Examined the predictive relationships between classroom management, instructional support, emotional support, and parental support on measures of school connectedness.
Main Results:
- Classroom management positively predicted both teacher support and school belonging.
- Instructional support, particularly directed instruction, positively predicted teacher support.
- Parental support positively predicted school belonging, but not teacher support.
Conclusions:
- Both teacher-mediated classroom environments and parental involvement are vital for fostering adolescent school connectedness.
- Targeted strategies in classroom management and parental engagement can enhance students' sense of belonging and connection to school.
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