The Relationship Among School Safety, School Liking, and Students' Self‐Esteem: Based on a Multilevel Mediation Model

Zhang, Xinghui; Xu, Xuan; Chen, Fumei; Zhang, Cai; Luo, Yuhan; Wang, Yun

doi:10.1111/josh.12364

Cited by 18 publications

(14 citation statements)

References 48 publications

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“…Specifically, researchers have begun identifying school connectedness as a salient factor in reducing the likelihood that adolescents will engage in healthcompromising behaviors (Blum, 2005;Millings, Buck, Montgomery, Spears, & Stallard, 2012) and in improving students' perceptions of personal adolescent well-being (Ashley, Ennis, & Owusu-Ansah, 2012). Furthermore, multilevel mediation analyses have revealed positive relationships between school connectedness and both student self-esteem (Zhang et al, 2016) and mattering (Thompson, Iachan, Overpeck, Ross, & Gross, 2006). Given that positive relationships have been noted between self-esteem, mattering, and school connectedness, and each of these constructs individually has been shown to be predictive of wellness, an investigation of their collective contributions to adolescent wellness is worth examining and is the focus of this current study.…”

Section: A Connection Between Wellness and Illness Exists; Researchermentioning

confidence: 94%

Examining the Relationship between Self-Esteem, Mattering, School Connectedness, and Wellness Among Middle School Students

Watson

2017

Professional School Counseling

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With data collected from 254 middle grade (5–8) students enrolled in a rural, southern school district, this study sought to determine the influence of self-esteem, mattering, and school connectedness on students’ overall wellness. Using a two-step hierarchical multiple regression analysis, the author found that school connectedness significantly improved the amount of variance in student wellness accounted for by self-esteem and mattering alone. This article provides implications for future research and suggestions for school counseling practice in light of these results.

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Section: A Connection Between Wellness and Illness Exists; Researchermentioning

confidence: 94%

Examining the Relationship between Self-Esteem, Mattering, School Connectedness, and Wellness Among Middle School Students

Watson

2017

Professional School Counseling

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“…The continuous variables, including the dependent variables, were standardized using Z scores across all of the schools included in the study. This method is similar to the grand-mean centering method [59] suggested by statistical methodologists [60]. Dummy variables such as gender, grade, school location, and school type were uncentered.…”

Section: Methodsmentioning

confidence: 99%

Relationship among school socioeconomic status, teacher-student relationship, and middle school students’ academic achievement in China: Using the multilevel mediation model

Xue

Zhang

et al. 2019

PLoS ONE

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School socioeconomic status (SES) is studied primarily as a variable to explain academic achievement; however, few previous studies have investigated how SES can influence individual student’s academic achievement. The present study used a national representative sample of 10,784 grade 7 to 9 students (53.2% boys and 46.8% girls) in mainland China to examine the links between school SES and students’ math and Chinese achievements, including the math and Chinese teacher-student relationships as mediating factors. The parents provided family socioeconomic information and the students reported on their teacher-student relationships. Achievements in math and Chinese were assessed using standardized tests. Multilevel mediation analyses revealed that school SES was positively related to students’ math and Chinese achievements. Moreover, the link between school SES and students’ math achievement was partially mediated by students’ perception of the math teacher-student relationship. The Chinese teacher-student relationship had no mediating effect. This study indicated that school SES can influence individual student’s academic achievement via their perception of teacher-student relationship. The poverty and lack of resources is obvious, yet low SES schools could make efforts in improving teacher-student relationship’s quality to promote students’ academic performance. Meanwhile, low SES schools should receive more attention from policymakers to improve teaching quality and school climate. Furthermore, the study findings could be used for future research on the gap between low and high SES schools.

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“…School safety continues to be in the forefront of home, schools, and communities vested in the future and career readiness of today’s youth (Johnson et al, 2016). Perceptions of school safety are fundamental to student development (Zhang et al, 2016) and to the social/emotional, academic, and career development of children and adolescents (American School Counselors Association [ASCA], 2017a). Perceptions of school safety also have received increased attention as a result of researchers interested in examining factors related to school engagement and academic outcomes (Wang, Chow, Hofkens, & Salmela-Aro, 2015; Wang & Eccles, 2012).…”

Section: Literature Reviewmentioning

confidence: 99%

Facets of Career Development in a New Immigrant Destination: Exploring the Associations Among School Climate, Belief in Self, School Engagement, and Academic Achievement

Storlie

Toomey

2019

Journal of Career Development

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With contemporary career challenges facing Latino/a youth, particularly those from immigrant communities, counselors and career development professionals may find it challenging to provide effective career services for this unique population. Students from one middle school and one high school located in a new immigrant destination were surveyed to test the hypothesis that belief in self and school engagement (i.e., behavioral, emotional, and cognitive engagement) played a serial mediating role in the association between school safety and academic achievement (i.e., grade point average). Moderation of the mediation model by ethnicity was also examined. Results from the sample ( N = 877) indicated that school safety was associated with higher levels of belief in self, which in turn was associated with higher levels of school engagement. Only behavioral engagement, however, was associated with greater academic achievement. Associations did not differ by ethnicity. Career implications on the importance of behavioral engagement among teachers, counselors, career development professionals, and administrators to support the academic achievement of marginalized youth are provided.

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The Relationship Among School Safety, School Liking, and Students' Self‐Esteem: Based on a Multilevel Mediation Model

Abstract: School safety should receive increasing attention from policymakers because of its impact on students' self-esteem.

Cited by 18 publications

References 48 publications

Examining the Relationship between Self-Esteem, Mattering, School Connectedness, and Wellness Among Middle School Students

Examining the Relationship between Self-Esteem, Mattering, School Connectedness, and Wellness Among Middle School Students

Relationship among school socioeconomic status, teacher-student relationship, and middle school students’ academic achievement in China: Using the multilevel mediation model

Facets of Career Development in a New Immigrant Destination: Exploring the Associations Among School Climate, Belief in Self, School Engagement, and Academic Achievement

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