Belonging is an essential aspect of psychological functioning. Schools offer unique opportunities to improve belonging for school-aged children. Research on school belonging, however, has been fragmented and diluted by inconsistency in the use of terminology. To resolve some of these inconsistencies, the current study uses meta-analysis of individual and social level factors that influence school belonging. These findings aim to provide guidance on the factors schools should emphasise to best support students. First, a systematic review identified 10 themes that influence school belonging at the student level during adolescence in educational settings (academic motivation, emotional stability, personal characteristics, parent support, peer support, teacher support, gender, race and ethnicity, extracurricular activities and environmental/school safety). Second, the average association between each of these themes and school belonging was meta-analytically examined across 51 studies (N = 67,378). Teacher support and positive personal characteristics were the strongest predictors of school belonging. Results varied by geographic location, with effects generally stronger in rural than in urban locations. The findings may be useful in improving perceptions of school belonging for secondary students through the design of policy, pedagogy and teacher training, by encouraging school leaders and educators to build qualities within the students and change school systems and processes.

What Schools Need to Know About Fostering School Belonging: a Meta-analysis

Protection role of vitamin E in biological systems

Introduction and Historical Considerations. Vitamin A. Vitamin D. Vitamin E. Vitamin K. Thiamin. Riboflavin. Niacin. Vitamin B6. Pantothenic Acid. Biotin. Folacin. Vitamin B12. Choline. Vitamin C. Vitamin-Like Substances. Essential Fatty Acids. Vitamin Supplementation. Bibliography. Appendix. Index.

Vitamin Source@@@Vitamins in Animal Nutrition: Comparative Aspects to Human Nutrition

Teacher well-being: A systematic review of the research literature from the year 2000–2019

Although much research has focused on the role of job demands and job resources in teacher well-being, few studies have targeted the function of personal variables.The aim of this study is to develop a comprehensive model of teacher well-being, using burnout and engagement in order to reflect, not only job demands and professional resources, but particularly the personal resources that characterise teacher well-being: self-efficacy, and cognitive and behavioural coping resources (proactive and reactive) related to three specific situational demands. Job resources were: autonomy, social support from colleagues and supervisors, and variety and feedback provision at work. Participants were 413 teachers from 47 elementary, primary and secondary schools in Madrid (Spain). The results show paths between the significant variables of the model in the anticipated direction. A line of influence starts in perceived demands and perceived self-efficacy, and is modulated by coping. This generates some degree of teacher...

Towards a model of teacher well-being: personal and job resources involved in teacher burnout and engagement

Th e main purpose of this study is to determine the rate of how teachers' subjective well- being is predicted by their perceptions about the quality of school life and burnout levels. Th e participants of the study consisted of 161 teachers (93 females, 68 males) who were working in elementary schools in Adana central districts. Th e Positive-Negative Aff ect Scale (Watson, Clark, & Tellegen, 1988), Life Satisfaction Inventory (Diener, Emmons, Larsen, & Griff in, 1985), Quality of School Life Scale (Sari, 2007), and Teacher Burnout Scale (Seidman, & Zager, 1986) were used as data collection tools. To analyze the gathe- red data, stepwise regression analysis was performed. Results of stepwise regression analysis showed that teachers' subjective well-being levels were predicted significantly by the Quality of School Life Scale sub-factors, namely "status" and "curriculum" and burnout scale sub-factor, namely "coping work-related stress." Teac- hers' life satisfaction levels were predicted significantly by the variables of "status", "coping work-related stress" and "school administrator" which is a sub factor of the Quality of Scho- ol Life Scale. Also, teachers' positive aff ect was predicted by the variables of "status", "positi- ve aff ects towards school" and "teachers," and teachers' negative aff ect was predicted by the variables of "coping work-related stress", "status," and "curriculum." Other subscales of the Quality of School Life and Teacher Burnout Scales have no significant contribution in the estimation. Results also indicated that the contribution of predictors could be accounted as 39% for subjective well-being; 23% for life satisfaction; 23% for positive aff ect, and 37% for negative aff ect. In the direction of these general findings, it was suggested that, in-service education programs about interpersonal relations and coping strategies with stress should be applied for teachers and administrators. Besides that, the quality of life in schools sho- uld be increased. On the basis of limited similar studies in the literature, it was suggested that the number of both descriptive and predictive studies should be increased on the topic.

/pdf/the-quality-of-school-life-and-burnout-as-predictors-of-2x18rofvsz.pdf

The Quality of School Life and Burnout as Predictors of Subjective Well-Being among Teachers.

The main purpose of this study was to investigate elementary school students' sense of school belonging. The Psychological Sense of School Membership Scale was administrated to 364 (174 female and 190 male) students, attending sixth-, seventh- and eighth-grade in Adana, Turkey. To analyze the gathered data, descriptive statistics were investigated and, one-way analysis of variance and t-test were performed. The findings indicated that female students had significantly higher sense of school belonging and a lower feeling of rejection in school and, significant differences were found in favor of the students who have higher academic achievement. It is also found that students who were attending to the schools that have middle and high socio-economic status have higher sense of school membership.

/pdf/sense-of-school-belonging-among-elementary-school-students-2nnzwnzjjn.pdf

Sense of school belonging among elementary school students

Bu arastirmanin genel amaci, ilkogretimdeki ogretmenlerin sahip olduklari egitim felsefesine iliskin goruslerinin mezun olunan okul turu, cinsiyet, hizmet yili ve brans degiskenleri acisindan degerlendirilerek bu goruslerin egitimin amaci, icerigi, ogretme-ogrenme ortami ile ogretmen ve ogrencinin rolu konularindaki goruslerle tutarliliginin incelenmesidir. 2001-2002 Egitim ve Ogretim yilinda, Adana il sinirlari icinde yer alan 12 ilkogretim okulunda yurutulen bu arastirmanin calisma grubu, belirlenen okullarda gorev yapan 186 sinif ve 126 brans ogretmeni olmak uzere toplam 312 ogretmenden olusmustur. Verilerin toplanmasinda Wiles ve Bondi (1984, 80) tarafindan gelistirilen “Felsefi Tercih Degerlendirme” olcegi ile kisisel bilgiler bolumu ve acik uclu sorulardan olusan bir anket formu kullanilmistir. Verilerin cozumlenmesinde frekans dagilimi, aritmetik ortalama ve standart sapma hesaplamalari ile t-testi, guvenirlik analizi ve tek yonlu varyans analizi yapilmistir. Analizler sonucunda ogretmenlerin sahip olduklari egitim felsefelerinin ele alinan degiskenler acisindan anlamli bir sekilde farklilasmadigi ve egitimin amaci, icerigi, ortami ile ogretmen ve ogrencinin rolu konularindaki ogretmen goruslerinin de ilk tercih olarak belirtilen egitim felsefesi ile bazi istisnalar haricinde tutarlilik gostermedigi ortaya cikmistir.

/pdf/ilkogretim-ogretmenlerinin-sahip-olduklari-egitim-80mf48adr7.pdf

İlköğreti̇m öğretmenleri̇ni̇n sahi̇p olduklari eği̇ti̇m felsefeleri̇ne i̇li̇şki̇n algilarinin değerlendi̇ri̇lmesi̇ “öğretmenleri̇n eği̇ti̇m felsefeleri̇”

This study which aims to investigate high school students’ psychological sense of school membership, carried out with 274 ninth-, tenth-, and eleventh-grade students (163 female, 111 male) in three high schools representing low, middle and high socio-economic status. The Psychological Sense of School Membership (PSSM) Scale, developed by Goodenow (1993a) was used as data collection tool. Reliability and validity of the scale were also examined in this study for high school level. To analyze the data, descriptive statistics, independent samples t-test, and one-way analysis of variance were used. Results showed that although the students’ sense of school belonging were not very high, it was higher than the average point. Although significant differences were not found between PSSM scores of the students in terms of gender, female students have higher scores than male students. It was also found that there were significant differences between PSSM scores of the students in terms of grade level, academic achievement, and socio-economic status in the high school they were attending.

Lise öğrencilerinde okula aidiyet duygusu

Summary The concept of quality of school life is based on the more general concept of “quality of life” (Csikszentmihalyi, 1990; Land a Spilerman, 1975; Williams a Batten, 1981; cited in Linnakyla a Brunell, 1996, p.205). Quality of life is considered as a general and continual well being state and is generally determined both by positive experiences which bring happiness, pleasure and satisfaction and by negative experiences and feelings. These experiences are evaluated in terms of some concepts such as family, friends, school, work, free time etc. which are all important and meaningful for the individual (Linnakyla a Brunell, 1996, p.205). Education is also considered as an important dimension of general quality of life. Gander and Gardiner stated that (1993, p.456), school experiences clearly contributed both to the professional and social aims and to the adolescents' intellectual and esthetic development. Schools are responsible for students' social development as well as their academic development (Marks, 1998). Consequently, educational environment should help to support both their academic and social development. In their research which consisted of 5932 adolescents Mok and Flynn (1997) found that, 20% of variance in students' academic achievement can be explained by quality of school life. Besides that Wolf, Chandler and Spies (1980; cited in Mok a Flynn, 2002) asserted that, children who have a positive school life can take more responsibility of their own behaviours. Also, Perry (2000) in his research which consisted of 1500 high school students found that, quality of school life has an important role among factors which affect students' general life satisfaction. Due to its important effects on students' academic achievement and on other outputs of education, quality of school life draws attention of educators and a lot of studies about students' well being at school have been done. However, there is very few research done on this topic in Turkey. Thus, the main purpose of this study is to investigate students' perceptions about their quality of life in their high schools. In direction of this general purpose, the following questions were asked: 1. According to perceptions of students' what is the level of quality of life in high schools in the Adana central province? 2. Are there any significant differences between the male and female students' perceptions about quality of their school life 3. Are there any significant differences in the level of school life quality by SES of the schools? 4. Are there any significant differences in students' perceptions of quality of life in their schools by their grades? Method The participants of the study included a total number of 478 students; 243 of whom were female and 235 of whom were male students. They attend six different state high schools in 2004 n 2005 educational year in Adana, Turkey. 163 of these students (34.1%) attend schools of high SES, 141 of them (29.5%) attend schools of middle SES and 174 of them (36.4%) attend schools of low SES. As for distribution of them, 200 students (41.8%) were at ninth grade, 202 students (42.3%) were at tenth grade and 76 students (15.9%) were at eleventh grade. QLHSS which was developed by the researcher through adaptation of the “Quality of life in University Scale” (Doganay a Sari, 2006) was used to gather data. The scale consist of 40 items with seven dimensions (Teachers, Positive feelings about school, Negative feelings about school, Student- student interaction, School administration, Social activities and Status) after it was tested for reliability and validity. The Cronbach alpha coefficient of internal consistency of these dimensions were calculated in sequence .89, .86, .81, .86, .80, .74, .71 and for the total of the instrument was .86. These seven dimensions could be account for 46.8% of the total variance. The instrument, being a Likert type consists of five scales which are certanly not agree, not agree, undetermined, agree and certanly agree. The minimum and maximum scores which can be collected from the scale are 40 n 200 and the scores can be analysed both on the base of subscales and the total scale. To analyse the gathered data, means and standard deviation distributions were investigated and independent samples of t-test and one way analysis of variance was performed. Findings and Discussion Results demonstrated that students perceived the quality of life in their schools at an average quality. Except for the School administration and the Social activities subscales, the mean was calculated between two and three for all the other dimensions. The highest mean was calculated for the School administration subscale and the lowest for the Status subscale. There were significant differences between the perceptions of male and female students regarding the dimensions of Feelings about school in favour of male students and regarding the dimensions of Social activities in favour of female students (pl.05). Although there were not significant differences between perceptions of girls and boys generally, according to literature, girls' perceptions of quality of life in their schools are more positive than the boys'. For example, Marks (1998) and Majeed, Fraser and Aldridge (2002) found that, when compared with boys, girls perceive the quality of life of their schools more positively than boys. On the base of this result of the study, it may be said that, different factors except sex have more important influences on students' perceptions of quality of life in their high schools in Turkey. Results show that in all subscales of QLHSS, the highest means were calculated in schools have high SES and the differences were statistically significant at the .05 level. According to this results it may be said that, the higher the SES of the school, the more positive the quality of school life was perceived by students. It may be because of that the schools in high SES, have both physical and socio-cultural opportunities to establish well environment to their students. On the other hand, students gradually become pretty selector persons and they can evaluated their education process quite critically. Studies show that adolescents not believe in their important needs are met enough in schools and they are not satisfied with service submitted to them (Flanagan, 1978; cited in Karatzias et al. 2001a). The result of students in schools with low SES perceived the life quality in their schools more negatively may be reflected such a critical perceptiveness. However in the high SES, the educational level of the parents are generally high too. Marks (1998) found that, students who have more educated parents were more satisfied with their quality of life in school. In the light of all of these results, it is suggested that, it can be beneficial to take some precautions to increase the quality of life in high schools which is a critical period of time for young students. Especially, if studies which will be done focus on high schools which are in low SES, it may be help to eliminate the inequality of opportunities between students. Also it may be beneficial to carry out a series of orientation programs for students who are at 9th grade, who are new in this environment. It is clear that, programs like that may help them to know the characteristics of life of their schools closely and to come over of adaptation problems easily. In the high school period which is accepted as a critical term for identity development, it may be said that, the quality of school life which is submitted to students has an important influences on the quality of personal identities which are formed by the students. Thus, investigating this topic in more detail by scientific research may led to submit to students a school life which has superior quality and satisfying for them.

/pdf/liselerde-okul-yasam-kalitesi-adana-ili-ornegi-2tyq0o99g6.pdf

Liselerde Okul Yaşam Kalitesi: Adana İli Örneği

Handle everyday research tasks with reliable, citation-backed results

Your personal Research Agent to handle research tasks with citation-backed results

Popular Tasks used by Researchers

How can I help with your research?

Meet SciSpace

Get more enhanced response by uploading the PDFs you want me to reference.

No relevant PDFs in your library

SciSpace is the AI research assistant for academics. Run systematic literature reviews on 280M+ papers, and write papers with cited sources. Trusted by 1M+ students, PhDs & researchers.

SciSpace | AI for Research

Analyze PDFs

Code & Manuscripts

Funding & Grants

Literature & Patents

Medical & Clinical Data

Systematic Review

Visualize & Present

Web & Data

Build a Google Scholar-like website for your research.

Build a website

Create charts and images for your research

Create a Chart

Write a paper for submission to a journal

Draft a manuscript

Patent Search

Design eye-catching scientific posters in minutes.

Scientific Poster Generation

Systematic Literature Review

One task is running at the moment. Your messages will be shown right after.

Drag and drop or click here to browse

Loved by <highlight>1 million+</highlight> researchers

Extract a list of specific topics and their sources from unstructured text

Topics

Compare and analyze relevant papers that matches with your search

Papers

Get insights from PDFs and bookmarked papers from your library

My library

Recent searches

Try searching for:

Catch AI-generated content in scholarly and non-scholarly content

{ai} Detector

Ai Writer

Get PDF Summaries, highlighted text explanations 

Chat with PDF

Effortlessly create in-text citations and bibliographies in APA and 2,500 other formats

Citation generator

Get explanations, summaries, and answers on academic papers

Ease up your research workflow with {scispace}'s cohort of exciting AI tools

Elevate your academic writing skills and convey your ideas the way you want

Paraphraser

Explore our range of reading and writing tools

Your file is being prepared and should be ready in a few minutes. If it's a large file, it might take a bit longer. You can close this window, and we'll email you the file when it's done.

You have reached a maximum limit of <strong>{limit}</strong> columns in the table. Remove at least <strong>1</strong> column to add or create another one.

Mediha Sari

Author Tools

Chat about Author