Evaluating the psychometric quality of school connectedness measures: A systematic review

Abstract

IntroductionThere is a need to comprehensively examine and evaluate the quality of the psychometric properties of school connectedness measures to inform school based assessment and intervention planning.ObjectiveTo systematically review the literature on the psychometric properties of self-report measures of school connectedness for students aged six to 14 years.MethodsA systematic search of five electronic databases and gray literature was conducted. The COnsensus-based Standards for the selection of heath Measurement INstruments (COSMIN) taxonomy of measurement properties was used to evaluate the quality of studies and a pre-set psychometric criterion was used to evaluate the overall quality of psychometric properties.ResultsThe measures with the strongest psychometric properties was the School Climate Measure and the 35-item version Student Engagement Instrument exploring eight and 12 (of 15) school connectedness components respectively.ConclusionsThe overall quality of psychometric properties was limited suggesting school connectedness measures available require further development and evaluation.

Evaluating the feasibility, fidelity, and preliminary effectiveness of a school-based intervention to improve the school participation and feelings of connectedness of elementary school students on the autism spectrum

“…In My Shoes , is a manualised, peer supported, teacher-led school-based intervention designed to improve the school participation and feelings of connectedness of students on the autism spectrum aged between 8 and 10 years. A number of research activities informed the development of In My Shoes, including: a systematic literature review of the psychometric properties of school connectedness measures [ 1 ]; focus groups with parents and educators to explore their perspectives on the school participation of students on the spectrum [ 11 ]; a national 2-round Delphi study to gain consensus on the content, delivery and feasibility of the intervention and the application of a theoretical framework to students on the autism spectrum [ 29 ]; and regular consultations with a consumer and stakeholder reference group.…”

“…School belonging, bonding, engagement, and attachment – researchers have used many terms over the years to describe the concept of school connectedness [ 1 ]. A recent systematic literature review evaluating the psychometric properties of school connectedness measures thematically categorised factors contributing towards students sense of school connectedness under affective (e.g., feelings of acceptance, inclusion and belonging; feelings of respect and being respected), cognitive (e.g., perceptions of the quality of teacher and peer relationships and support) and behavioural (e.g., actual involvement, participation or engagement; level of effort or persistence or degree of interest or motivation towards school) domains [ 1 ]. Collectively, these concepts are critical dimensions of students experience in school and are essential in promoting student development and overall academic success [ 1 ].…”

“…A recent systematic literature review evaluating the psychometric properties of school connectedness measures thematically categorised factors contributing towards students sense of school connectedness under affective (e.g., feelings of acceptance, inclusion and belonging; feelings of respect and being respected), cognitive (e.g., perceptions of the quality of teacher and peer relationships and support) and behavioural (e.g., actual involvement, participation or engagement; level of effort or persistence or degree of interest or motivation towards school) domains [ 1 ]. Collectively, these concepts are critical dimensions of students experience in school and are essential in promoting student development and overall academic success [ 1 ]. According to Klem and Connell [ 2 ], by high school, 40 to 60 percent of students are persistently disconnected from school in the United States.…”

Determinants of Declining School Belonging 2000–2018: The Case of Sweden

“…As regards the learning environment, research shows that appropriately structured classrooms, in which disruptive behaviors are rare and in which students can concentrate on academic tasks, foster school belonging (Chiu et al 2016;Hodges et al 2018;Libbey 2004;Ma 2003;OECD 2017a), possibly because such environments better enable students to develop their academic competences. However, harsh and unfair disciplinary policies restrict students' autonomy and can have the opposite effects on belonging (OECD 2017a).…”

“…Studies of temporal trends in school belonging are, however, yet lacking, and we do not know the characteristics or extent of these trends, nor how they can be explained. Given the importance of school belonging for a range of positive outcomes, including academic achievement (Hodges et al 2018;OECD 2017a;Slaten et al 2016), cognitive and behavioral engagement in school…”