Does it matter if students experience school as a place of community?

Grover, Holly M.; Limber, Susan P.; Boberienė, Liepa V.

doi:10.1037/ort0000131

Cited by 12 publications

(33 citation statements)

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“…School Community. Many researchers agree that school is a community (Angelle, 2017;Grover, Limber, & Boberiene, 2015;Osterman, 2000). Dewey (1966) viewed school as a social institution and emphasized that students can develop social skills through collaborative activities for experiential learning.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Dewey (1966) viewed school as a social institution and emphasized that students can develop social skills through collaborative activities for experiential learning. As a social institution, schools have characteristics of a community (Angelle, 2017;Grover, Limber, & Boberiene, 2015;Osterman, 2000). For example, students feel that they belong to their school when they experience events together, spend time together, have their own symbols, are influenced, address their needs, are interdependent, and are emotionally connected to others at school (Grover, Limber, & Boberiene, 2015).…”

Section: Literature Reviewmentioning

confidence: 99%

“…As a social institution, schools have characteristics of a community (Angelle, 2017;Grover, Limber, & Boberiene, 2015;Osterman, 2000). For example, students feel that they belong to their school when they experience events together, spend time together, have their own symbols, are influenced, address their needs, are interdependent, and are emotionally connected to others at school (Grover, Limber, & Boberiene, 2015). Students with higher perceptions of their school as a community, such as a feeling of being accepted by peers and teachers, tend to have a lower level of anxiety (Osterman, 2000).…”

Section: Literature Reviewmentioning

confidence: 99%

“…School community members consist primarily of students and teachers (Osterman, 2000), as well as families and school leaders such as principals, school administrators, and school staff (Angelle, 2017;Dove, Zorotovich, & Gregg, 2018). Social activities that occur between these community members provide students with opportunities to develop prosocial behaviors (Grover, Limber, & Boberiene, 2015) including social and emotional skills, moral behaviors (Organisation for Economic Co-operation and Development [OECD], 2013), commitment to hard work, and high expectations of success (Osterman, 2000). Thus, cultivating students' sense of a school community is an important task for schools.…”

mentioning

confidence: 99%

“…Considering that students in vocational high schools tend to directly enter the workplace right after they graduate from school, their high schools can be the last community where they learn and develop a sense of a community before they transit from school to the workplace. Teenagers' experiences in school can affect their life satisfaction for the rest of their lives (Grover, Limber, & Boberiene, 2015). Understanding how students sense their schools as a community and how this sense affects students' life satisfaction can help schools change systematic structures and develop programs that can promote students' life satisfaction and reduce the suicide rate among teenagers in South Korea.…”

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confidence: 99%

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The Influence of Sense of School Community on Korean Students’ Life Satisfaction and Comparison of Sense of Community for Students’ Gender and High School Specialties

Park¹,

Lee²

2019

Journal of Research in Technical Careers

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The purpose of this study was to compare the sense of community of South Korean high school students as measured by a Korean version of the Sense of Community Index 2 (KSCI2) and examine the effect of two factors of the KSCI2, reinforcement of needs and influence, on students' life satisfaction as measured by the Satisfaction with Life Scale (SWLS). A total of 375 Korean high school students provided usable data from three vocational high schools specializing in agriculture, electronics and engineering, and business and marketing, and one Meister high school specializing in automotive. Descriptive statistics, independent t-test, one-way ANOVA, and path analysis with structural equation modeling (SEM), were performed to analyze data. Findings suggested that there were statistically significant differences in reinforcement of needs, influence, and life satisfaction, for the gender of students and school specialties. First, male students scored higher than female students on reinforcement of needs and influence. Next, male students were more satisfied with their lives than female students. For reinforcement of needs, students specializing in automotive scored higher than those specializing in business and marketing. For influence, students specializing in automotive scored higher than those specializing in all the other three specialties. Finally, both factors of reinforcement of needs and influence had positive effects on students' life satisfaction. Implications and suggestions for further studies are discussed.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

See 3 more Smart Citations

The Influence of Sense of School Community on Korean Students’ Life Satisfaction and Comparison of Sense of Community for Students’ Gender and High School Specialties

Park¹,

Lee²

2019

Journal of Research in Technical Careers

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A sense of community at school and the subjective well‐being of Chilean students

Villarroel

Alfaro

Reyes

et al. 2021

Journal Community Psychology

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Understand the degree to which a Sense of Community at School can predict the Life Satisfaction of Chilean students in the fifth and seventh grades. The classroom and school components will be presented separately. The research was designed as a descriptive study using a survey with a probabilistic sample made up of 1959 students (52.6% male and 47.4% female) in the fifth and seventh grades at elementary schools in the cities of Concepción and Santiago in Chile. A multiple linear regression analysis was done using the Multidimensional Scales of School Sense of Community (SOC-S) and Classroom Sense of Community (SOC-C) as predictors of life satisfaction measured with the Student Life Satisfaction Scale (SLSS). Multigroup analysis was conducted to make comparisons by sex and grade. The dimension of "sense of belonging and emotional connection" of the SOC-C and the dimension of "belonging" of the SOC-S predict life satisfaction for fifth grade students. The additional dimension of "emotional connection" of the SOC-S scale was included for the seventh-grade students. The sense that one is part of the school community is a dimension that affects childhood life satisfaction. Its level of contribution varies by age, with the sense of belonging and emotional connection variables being the relevant ones.

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Adolescents’ First Choice for Help: Distinguishing Characteristics of Youth Who Select a Friend, a Parent, or No One

Sears

2020

J Youth Adolescence

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Does it matter if students experience school as a place of community?

Cited by 12 publications

References 0 publications

The Influence of Sense of School Community on Korean Students’ Life Satisfaction and Comparison of Sense of Community for Students’ Gender and High School Specialties

The Influence of Sense of School Community on Korean Students’ Life Satisfaction and Comparison of Sense of Community for Students’ Gender and High School Specialties

A sense of community at school and the subjective well‐being of Chilean students

Adolescents’ First Choice for Help: Distinguishing Characteristics of Youth Who Select a Friend, a Parent, or No One

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