Teacher and Peer Support for Young Adolescents’ Motivation, Engagement, and School Belonging

Kiefer, Sarah M.; Alley, Kathleen M.; Ellerbrock, Cheryl R.

doi:10.1080/19404476.2015.11641184

Cited by 157 publications

(171 citation statements)

References 46 publications

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“…These collective findings strongly indicate that educators need to understand the importance of teacher and peer relationships in supporting young adolescents, responding to their needs, encouraging their academic engagement and motivation, and in turn, strengthening their SOBAS [29].…”

Section: Social Belonging and Relationshipsmentioning

confidence: 88%

“…The importance of teachers being available to listen to students, accompanying them in day-to-day activities, and understanding issues as they arise, are all important factors for teachers and other school staff in recognizing how to be understood as trustworthy, reliable, genuine, and approachable for students [14]. Encouraging responsive, relational connections with students, which are both social and academic, has been found to be essential in laying the foundations for young adolescents' sense of belonging in the middle years of schooling [14,29].…”

Section: Social Belonging and Relationshipsmentioning

confidence: 99%

“…Perhaps not surprisingly, the personal attributes that students possess were identified in the literature review as strongly affecting students' SOBAS. We have already explored the concept of social capital and the effect this has on students' SOBAS; other personal attributes acknowledged in the literature as being important in students feeling a SOBAS related to: Socio-emotional skills [23]; self-efficacy and self-image [25]; motivation, academic achievement and competence [29]; coping skills [17]; and locus of control [30]. As can be seen from this list, some of these personal attributes can act as protective factors in terms of students feeling a SOBAS, whereas others may act detrimentally in this respect.…”

Section: Students' Personal Attributesmentioning

confidence: 99%

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Engaging Marginalized, “At-Risk” Middle-Level Students: A Focus on the Importance of a Sense of Belonging at School

et al. 2018

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The philosophy of middle level education is to intentionally create a learning environment that supports every young adolescent. The literature around engagement points to the need for students to experience (among other requirements) a sense of belonging at school (SOBAS). When the need for belonging is not achieved there may be significant consequences, including an impact on intellectual performance, and hence, learning potential may not be achieved. For students with marginalized identities, an intensification of factors that create challenges places them at-risk of disengaging and their sense of belonging at school is more likely to be compromised. Nurturing SOBAS is positively associated with the retention of students who are at-risk of dropping out of, thereby being an aspirational goal of education. Methods: The findings of a systematic literature review related to young adolescents and the importance of SOBAS forms a focused literature base. We highlight findings from a study that explored the effectiveness of engagement strategies for marginalized students in one educational jurisdiction in Australia. Data in the form of a series of interviews and focus groups conducted with 25 students, 25 of their teachers, and 39 school leaders provides a rich data set for thematic content analysis. Inductive analysis and in vivo coding led to a framework that summarized each of the sub-group data sets to convey emergent themes. Results: Five themes related to SOBAS emerged from the data: (a) Relationships in School; (b) School Climate; (c) Pedagogical Practices; (d) Specific Programs and Activities; and (e) Other Issues, mainly variables such as family, mental health, trauma and poverty that impacted on a student’s SOBAS. Conclusion: The systematic literature review and the findings of the empirical study presented in this paper highlight aspects of SOBAS that can be formalized into a series of strategies to increase retention of marginalized students.

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Section: Social Belonging and Relationshipsmentioning

confidence: 88%

Section: Social Belonging and Relationshipsmentioning

confidence: 99%

Section: Students' Personal Attributesmentioning

confidence: 99%

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Engaging Marginalized, “At-Risk” Middle-Level Students: A Focus on the Importance of a Sense of Belonging at School

et al. 2018

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“…Peers of similar age or who are slightly older are strong influences on behaviors in youth, including health behaviors. There is considerable evidence that peers can influence the development of both risky health behaviors and positive health behaviors . The CST program was developed to be highly interactive, with role playing of common social situations.…”

Section: Discussionmentioning

confidence: 99%

School‐aged children with type 1 diabetes benefit more from a coping skills training program than adolescents in China: 12‐month outcomes of a randomized clinical trial

et al. 2020

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Background: Managing type 1 diabetes can be challenging, especially for youth, so there is a need for effective interventions to help youth live with diabetes.Objective: To determine the efficacy of a coping skills training (CST) program for Chinese youth with type 1 diabetes and to explore whether the efficacy of the program was different for school-aged children than for adolescents with type 1 diabetes.Methods: A total of 100 youth with type 1 diabetes aged 8 to 20 years were randomly placed in either an intervention group (CST + standard care [SC]) or a control group (SC). Data were collected at baseline, 6-month, and 12-month follow-ups on primary outcomes of perceived stress, coping, and self-efficacy and secondary outcomes of diabetes self-management, quality of life, and glycated hemoglobin A1c (HbA1c). A generalized estimating equation analysis for repeated measures was used to determine the program effects and differential effects by age group.Results: The CST program had no significant effect on primary or secondary outcomes over 12 months. However, there was a significant increase in positive coping (P < .001), self-efficacy (P = .017), diabetes problem-solving and goals of diabetes self-management (P = .007, P = .001), and quality of life (P = .016) of school-aged children in the intervention group compared with the control group. There were no significant differences in primary or secondary outcomes between the intervention group and the control group (P > .05). Conclusions:The CST program was effective for school-aged children, improving psychosocial and diabetes self-management outcomes. Further research is needed to develop programs that improve outcomes in adolescents with type 1 diabetes.

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“…Thus, belonging is intrinsically relational and constructed in interaction with others; it is bound up with being able to act in a socially significant manner that is recognized by others. (Finn 1989;Johnson, 2009;O'Brien and Bowles, 2013;Kiefer, Alley and Ellerbrock, 2015). Chiu and colleagues (2016: 175), for instance, state the "students' sense of belonging at school is central to both their psychosocial well-being and their academic success".…”

Section: School Belonging: a Critical Reflection From A Sociological mentioning

confidence: 99%

Constructing School Belonging(s) in Disadvantaged Urban Spaces: Adolescents’ Experiences and Narratives in Mexico City

2019

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School belonging is a topic of growing interest given its connection with school dropout, academic achievement, students’ behavior, and adolescent well-being. Until recently, most of this literature came from Anglo-Saxon contexts, mainstream schools, and quantitative analysis. As a result, there is still a research gap on this issue in different cultural contexts, social classes, and minority groups. This article makes a contribution exploring school belonging among adolescents from disadvantaged backgrounds, in an emerging economy (Mexico), and using a qualitative methodology that prioritize meanings and experiences of individuals. Focusing on three dimensions (stigmatization processes, school climate, and social relations with teacher and peers), we capture how the engagement of adolescents with their schooling process is shaped by institutional as well as sociocultural aspects. The study provides significant implications for a continuous professional development of high schools in disadvantaged contexts regarding student involvement, teacher support, and social recognition.

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Teacher and Peer Support for Young Adolescents’ Motivation, Engagement, and School Belonging

Cited by 157 publications

References 46 publications

Engaging Marginalized, “At-Risk” Middle-Level Students: A Focus on the Importance of a Sense of Belonging at School

Engaging Marginalized, “At-Risk” Middle-Level Students: A Focus on the Importance of a Sense of Belonging at School

School‐aged children with type 1 diabetes benefit more from a coping skills training program than adolescents in China: 12‐month outcomes of a randomized clinical trial

Constructing School Belonging(s) in Disadvantaged Urban Spaces: Adolescents’ Experiences and Narratives in Mexico City

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