Dancing is belonging! How social networks mediate the effect of a dance intervention on students' sense of belonging to their classroom

Kreutzmann, Madeleine; Zander, Lysann; Webster, Gregory D.

doi:10.1002/ejsp.2319

Cited by 16 publications

(11 citation statements)

References 68 publications

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“…Understanding the social processes that underlie healthy adjustment to a new school environment can inform the development of intervention strategies to promote students' subjective well-being and adaptive functioning after the transition. The findings here suggest beneficial effects of interventions that aim at fostering positive peer interactions and, thus, promote a feeling of belonging (see, e.g., Kreutzmann et al, 2018). Apart from implementing specific intervention programs, the current results highlight the importance of secondary school teachers paying particular attention to the social interactions in their classrooms in the first several weeks after the transition.…”

Section: Summary Of Findings and Practical Implicationssupporting

confidence: 52%

The power of everyday peer relatedness in predicting subjective well-being and adjustment after secondary school transition

Schmidt¹,

Dirk²,

Schmiedek³

2020

Preprint

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Secondary school transition represents a challenging life event. This study examines108 children in Germany during the first 12 weeks of adapting to the new school. Daily satisfaction and frustration of the basic need for relatedness were examined aspredictors of subjective well-/ill-being and adjustment/psychopathology. Subjectivewell-/ill-being were assessed at Weeks 3-4 and Week 11 of the school year. In between, there was a 4-week period of daily assessments of perceived relatednesssatisfaction and frustration. Teachers indicated each child’s psychologicaladjustment/psychopathology (e.g., emotional symptoms) in Weeks 11-12. Daily relatedness satisfaction was associated with increases in positive affect from Weeks 3-4 to Week 11, while daily relatedness frustration was linked to an increase in negative affect and school anxiety. Furthermore, daily relatedness satisfaction was negatively linked to teacher-reported emotional symptoms and peer problems at Weeks 11-12, and daily relatedness frustration was positively associated with teacher-reported conduct problems and hyperactivity-inattention.

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Section: Summary Of Findings and Practical Implicationssupporting

confidence: 52%

The power of everyday peer relatedness in predicting subjective well-being and adjustment after secondary school transition

Schmidt¹,

Dirk²,

Schmiedek³

2020

Preprint

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“…These assumptions are supported by studies showing that positive self‐beliefs—such as high self‐esteem, academic or peer self‐concept—coincide with higher acceptance by peers (e.g. Buhs, ; Gruenenfelder‐Steiger, Harris, & Fend, ; Tetzner, Becker, & Maaz, ), and that actual inclusion in peer‐networks increases feelings of belonging (Kreutzmann, Zander, & Webster, ).…”

Section: Growing Together: a School‐based Interventionmentioning

confidence: 92%

Growing Together—Effects of a school‐based intervention promoting positive self‐beliefs and social integration in recently immigrated children

et al. 2020

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We present a school‐based intervention geared to foster the social integration of recently immigrated (RI) primary school children by creating repeated positive contact situations with classmates brought up in the receiving society. Coaches encouraged groups of tandems, consisting of one RI and one child brought up in Germany each, to engage in cooperative activities designed to strengthen positive self‐beliefs and perception of equal status. In a quasi‐experimental control‐group design (N = 318), we compared the 30 children (12 RI) who participated in our intervention between pre‐test and post‐test with a reference group. Self‐beliefs were measured via self‐reports, social integration via sociometric peer‐nominations. The reference group (n = 288 children) included all children who did not participate in the intervention between pre‐test and post‐test: (a) 12 children (7 RI) of a waiting control group and (b) all classmates of both the students of the intervention and the waiting control group. Post‐test self‐beliefs were more positive in children having participated in the intervention. The intervention did not affect social integration: Neither the number of classmates nominating a student nor the number of peers the respective student nominated increased. Possibly, the intervention initiated self‐reinforcing processes which support social integration over longer time periods.

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“…It may also be the case that the true facet of participating in recreational activities that fosters positive aging is the friends that people are otherwise unable to easily make, and the expansion of their network (see Nussbaum 1994;Rawlins 2004;Rook 1998). Indeed, previous research has shown that dancing with others leads to an increase in one's social ties (Kreutzmann et al 2017). Third, the data reported here are only self-report interviews from relatively affluent women, from two dance studios in a small town.…”

Section: Theoretical and Practical Implications Of Ballet Participationmentioning

confidence: 94%

Dancing while Aging: A Study on Benefits of Ballet for Older Women

Pines

Giles

2020

A&A

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As people age, experiences of depression, loneliness and loss of physical capabilities can emerge. As with previous work on the benefits of music as an intervention for social belonging and valued social identity, dance may increase similar feelings. Although theoretical chapters have been written on dance as it relates to social identity, belonging, and health, little empirical work has been conducted on the benefits of ballet as a recreational activity for older adults. The study reported here is framed by the "communication ecology model of successful aging," and modestly embellishes this framework based on this study's findings. Using interviews from 24 American female recreational ballet dancers ranging in age from 23-87 in a small West Coast town, this study investigates, for the first time, how ballet is incorporated into their self-concept and physical, mental, and social experiences of aging. Findings indicate that participating regularly in ballet is a core aspect of most women's self-concept and means of self-expression. All women discussed how ballet has improved their physical and mental wellness, helping them have a more positive experience of age-related changes. Results showed that most women regard ballet as a very social activity, such that it helps them to feel a sense of community or even kin-like relationships with the other people regularly in class. All women interviewed mentioned that ballet is so integrated into who they are that it is something they hope to do for as long as possible.

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Dancing is belonging! How social networks mediate the effect of a dance intervention on students' sense of belonging to their classroom

Cited by 16 publications

References 68 publications

The power of everyday peer relatedness in predicting subjective well-being and adjustment after secondary school transition

The power of everyday peer relatedness in predicting subjective well-being and adjustment after secondary school transition

Growing Together—Effects of a school‐based intervention promoting positive self‐beliefs and social integration in recently immigrated children

Dancing while Aging: A Study on Benefits of Ballet for Older Women

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