The Development of the "Sense of Belonging to School" Scale

Vural, Ruken Akar; Yılmaz, Serap

doi:10.14689/ejer.2013.53.12

Cited by 22 publications

(16 citation statements)

References 19 publications

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“…Since school is naturally perceived as a form of society, it is important to discuss and examine the concepts of society within the school. Just as an individual's sense of belonging to social groups and society brings out the feeling of protecting and improving this structure, it is very important for a student to feel himself as a part of the school so as to protect and promote it (Akar Vural, Özelçi, Çengel, & Gömleksiz, 2013). Therefore, the concept of belonging, which is a sociological and psychological term and has an important place in Maslow's hierarchy of needs, is a critical not only for the society but also for the school to achieve curriculum objectives.…”

Section: Introductionmentioning

confidence: 99%

The Psychometric Properties of School Belonging Scale for Middle School Students

Direkçi

Canbulat

Tezci

et al. 2020

International Journal of Assessment Tools in Education

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This study aimed at developing a valid and reliable scale to determine middle school students' sense of school belonging. In this respect, the relevant literature on the concept of belonging was reviewed, interviews were conducted with field experts and middle school students to determine items to be included in the scale. An item pool was created based on the findings of these processes. Later, a pilot form was prepared by taking the opinions of 2 field and 2 measurement and evaluation experts so as to ensure that the scale items represent the structure measured. This form was administered to 287 middle school students studying in the 2018-2019 academic year, and the final scale obtained as a result of exploratory factor analysis was applied to 568 middle school students in a different school. For validity evidence, exploratory factor analysis (EFA), confirmatory factor analysis (CFA) and hypothesis test findings; for reliability, findings of Cronbach Alpha and composite reliability coefficients were used. According to the exploratory factor analysis, the scale consisted of 4 factors with 23 items, and the total variance explained was 63.88%. As a result of the secondorder confirmatory factor analysis of the obtained structure, the fit indices of the unidimensional model showed that the model was verified. The internal consistency coefficient of the developed model was α = .92 and the composite reliability coefficient was .97. These findings showed that the scale had psychometric properties that could be used in future research.

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Section: Introductionmentioning

confidence: 99%

The Psychometric Properties of School Belonging Scale for Middle School Students

Direkçi

Canbulat

Tezci

et al. 2020

International Journal of Assessment Tools in Education

View full text Add to dashboard Cite

show abstract

“…Sense of belonging to school has been found to correlate positively to academic performance, willingness to obey school rules, school engagement, (Goodenow, 1993;Eccles & Roser, 2009;Akar-Vural, Yılmaz-Özelçi, Çengel, & Gömleksiz, 2013). School sense of belonging has also been found to negatively and significantly correlate to stress, depression, loneliness, truancy, school violence and gangs (latsch 2018;;Frostad, Pjil, & Mjaavatan, 2015;Yildiz 2016;Akar-Vural et.…”

Section: Empirical Literature Reviewmentioning

confidence: 99%

“…The scale for sense of belonging to school was adapted and modified from a scale developed by Akar-Vural et. al.…”

Section: Sense Of Belonging To School Scalementioning

confidence: 99%

Influence of Sense of Belonging to a School on Learners’ Loneliness in Single Gender and Co-Educational Institutions in Murang’a County, Kenya

Baru¹,

Ndegwa²,

Njoka³

2020

birle, budapest. internation. research. and. critic. in. lingui

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The influence of the sense of belonging to school on learners’ loneliness in single gender and co-educational schools in the world and Kenya in particular is not clearly known and documented. Available literature indicates that the learners’ sense of belonging to school significantly impacts on their loneliness. The purpose of this study was to examine the influence of the sense of belonging to school on learners’ loneliness in single gender and co-educational schools in Murang’a County in Kenya. The study was guided by the following specific objectives, which were to; Compare the levels of loneliness among learners in single gender and co-educational schools in Murang’a County and assess power of sense of belonging to school in determining the loneliness levels among learners in single gender and co-educational schools in Murang’a County. The study adopted the cross-sectional survey research design. The Krejecie & Morgan Table was used to select a sample of 435 participants from a target population of 12,400 form two learners from single gender and co-educational secondary schools in the County. Data was collected using two standardized measurement instruments; the Perth aloneness-loneliness scale (PALs) while sense of belonging to school was measured using five statements in a five point Likert scale developed for the study. Administration of the questionnaire was done during normal school days by trained research assistants. Data was analysed using the descriptive and inferential statistics with the aid of the Statistical Package for Social sciences (SPSS) version 20.0. The findings of the study indicated that low sense of belonging to school for girls in co-educational institutions was correlated to high levels of loneliness. From the findings of the study, it is concluded that there is need to strengthen the psychosocial support systems for learners in co-educational schools through mentorship, guidance, coaching and counselling to facilitate appropriate adjustments of the learners in the schools so as to promote their learning outcomes.

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“…Furthermore, as long as the school is perceived as a society, various concepts related with the society, such as school belonging, must be discussed and analyzed. Since an individual's sense of belonging to a society and group shall produce the sense of protecting and improving such structure, it is critical for any student to feel like a part of the school so that he/she may protect and improve the school (Akar-Vural, Yılmaz-Özelçi, Çengel & Gömleksiz, 2013). Thus, the sense of school belonging is prioritized due to the increase in the rate of violence at schools (Ma, 2003).…”

Section: School Belongingmentioning

confidence: 99%

The Relationship between Social Justice Leadership and Sense of School Belonging

Turhan

2020

IJPES

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This research aims to examine the correlation between students' sense of school belonging and social justice leadership behaviours of school principals. This research is conducted in correlational screening model. Research data are collected by "Students' Sense of School Belonging Scale" and "Social Justice Leadership Scale". Data social obtained from scales, which were applied on 510 high school students, are analyzed in the research. In the research, it is determined that students' sense of school belonging is at moderate level and that school principals exhibit social leadership behaviours in moderate level. No significant difference is determined in students' sense of school belonging in terms of the gender of students, socio-economical level of school and grade level of students. While any significant difference was not found in terms of socio-economical status of the school in terms of the way that students' perceive the social justice leadership behaviours of school principals, a significant difference was determined in terms of the gender of students and grade levels. A positive significant correlation of moderate level was found between the way students' perceive the social justice leadership behaviours of school principals and students' sense of school belonging. It was determined that the way that students' perceive the social justice leadership behaviours of school principals predict their sense of school belonging and that it clarifies 17% of the variance related with their sense of school belonging.

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The Development of the "Sense of Belonging to School" Scale

Cited by 22 publications

References 19 publications

The Psychometric Properties of School Belonging Scale for Middle School Students

The Psychometric Properties of School Belonging Scale for Middle School Students

Influence of Sense of Belonging to a School on Learners’ Loneliness in Single Gender and Co-Educational Institutions in Murang’a County, Kenya

The Relationship between Social Justice Leadership and Sense of School Belonging

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