Skip to main page content
U.S. flag

An official website of the United States government

Dot gov

The .gov means it’s official.
Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

Https

The site is secure.
The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

Access keys NCBI Homepage MyNCBI Homepage Main Content Main Navigation
. 2024 Apr;53(4):955-966.
doi: 10.1007/s10964-023-01908-1. Epub 2023 Nov 28.

What Fosters School Connectedness? The Roles of Classroom Interactions and Parental Support

Anqi Peng  1 , Meagan M Patterson  2 , Sean Joo  2
Affiliations

What Fosters School Connectedness? The Roles of Classroom Interactions and Parental Support

Anqi Peng et al. J Youth Adolesc. 2024 Apr.

Abstract

Although research has identified the impact of school connectedness on a variety of outcomes for adolescents, much less work has focused on identifying its precursors. This study examined the relative influences of classroom interactions and parental support on elements of school connectedness among a sample of 4838 students (Mage = 15.84, SD = 0.29; 49.1% female) in the United States from the Programme for International Student Assessment (PISA) 2018 data. The results showed that three domains of classroom interactions (i.e., classroom management, instructional support, and emotional support) and parental support played unique roles in predicting school connectedness (i.e., teacher support and school belonging). Specifically, classroom management positively predicted both teacher support and school belonging; instructional support, especially directed instruction, positively predicted teacher support; emotional support was unrelated to teacher support and school belonging. Parental support positively predicted school belonging, but not teacher support. Overall, these findings highlight the roles of both teachers and parents in providing developmentally appropriate support to facilitate school connectedness.

Keywords: Adolescent; Classroom interactions; Parental support; Programme for International Student Assessment (PISA); School connectedness.

PubMed Disclaimer

References

    1. Allen, K. A., Kern, M. L., Vella-Brodrick, D., Hattie, J., & Waters, L. (2018). What schools need to know about fostering school belonging: A meta-analysis. Educational Psychology Review, 30(1), 1–34. https://doi.org/10.1007/s10648-016-9389-8 - DOI
    1. Allen, K. A., Fortune, K. C., & Arslan, G. (2021). Testing the social-ecological factors of school belonging in native-born, first-generation, and second-generation Australian students: A comparison study. Social Psychology of Education, 24(3), 835–856. https://doi.org/10.1007/s11218-021-09634-x - DOI
    1. Allen, K.-A., Jamshidi, N., Berger, E., Reupert, A., Wurf, G., & May, F. (2022). Impact of school-based interventions for building school belonging in adolescence: A systematic review. Educational Psychology Review, 34(1), 229–257. https://doi.org/10.1007/s10648-021-09621-w - DOI
    1. Allen, K. A., Vella-Brodrick, D., & Waters, L. (2016). Fostering school belonging in secondary schools using a socio-ecological framework. Educational and Developmental Psychologist, 33(1), 97–121. https://doi.org/10.1017/edp.2016.5 - DOI
    1. Alley, K. M. (2019). Fostering middle school students’ autonomy to support motivation and engagement. Middle School Journal, 50(3), 5–14. https://doi.org/10.1080/00940771.2019.1603801 - DOI

LinkOut - more resources