Sense of Belonging Among High School Students Representing 4 Ethnic Groups

School belonging mediates the longitudinal effects of racial/ethnic identity on academic achievement and emotional well-being among Black and Latinx adolescents

Social Identity Theory proposes that a positive in-group social identification fosters students' academic motivation and psychological well-being. The present study, grounded in Social Identity Theory, investigated the roles of racial/ethnicity identity (REI) in the development of school adjustment among Black and Latinx youth as well as the psychological mechanisms underlying these longitudinal associations. We hypothesized that REI would positively predict the development of academic achievement and emotional symptoms. In addition, we hypothesized that the development of school belonging would mediate the predictive effects of REI on the growth of academic achievement and emotional symptoms. Participants were 475 (n = 182 Black, 48.9% female; 293 Latinx, 47.8% female) students in Grades 7-9. Students self-reported their REI, school belonging, and emotional symptoms. Academic achievement was assessed using standardized achievement test scores. The longitudinal mediation models indicated that REI indirectly predicted the development of academic achievement and emotional symptoms through students' sense of school belonging. Specifically, higher REI embedded achievement and lower REI awareness of racism predicted higher school belonging in Grade 7. Higher Grade 7 school belonging in turn predicted faster academic growth in Grade 7 to Grade 9 as well as lower emotional symptoms in Grade 7. In addition, the three dimensions of REI also directly predicted the growth of academic achievement and emotional symptoms in Grades 7-9. The mediated effects were smaller in size than the direct effects. These findings highlight the importance of fostering positive REI and a strong sense of school belonging in promoting school adjustment among racial/ethnic minoritized, academically at-risk youth.

Exploration of Variables Predicting Sense of School Belonging Using the Machine Learning Method-Group Mnet

The purpose of this study was to explore variables related to school belonging from a holistic perspective, including a large number of variables in one model, different to the traditional analytical method. Using 2015 data from the Program for International Student Assessment (PISA), we sought to identify variables related to school belonging by searching for hundreds of predictors in one model using the group Mnet machine learning technique. The study repeated 100 rounds of model building after random data splitting. After exploring 504 variables (384 student and 99 parent), 32 variables were finally selected after selection counts. Variables predicting a sense of school belonging were categorized as individual/parent variables (e.g. motivation to achieve, tendency to cooperative learning, parental support) and school-related variables (e.g. school satisfaction, peer/teacher relationship, learning/physical activities). The significance and implications of the study as well as future research topics were discussed.

Preparing the Next Generation for STEM: Adolescent Profiles Encompassing Math and Science Motivation and Interpersonal Skills and Their Associations With Identity and Belonging

Science, technology, engineering, and math (STEM) workers need both motivation and interpersonal skills in STEM disciplines. The aims of the study were to identify clusters of adolescents who vary in math and science motivation and interpersonal skills and to explore what factors are related to membership in a high math and science motivation and interpersonal skills cluster. Participants included 467 adolescents (312 female; Mage = 15.12 to SD = 1.71 year) recruited from out-of-school STEM programs in the US and UK. Findings from latent class analyses revealed four clusters, including a "High Math and Science Motivation and Interpersonal Skills" group, as well as groups that exhibited lower levels of either motivation or interpersonal skills. STEM program belonging, and STEM identity are related to membership in the high motivation and skills cluster. Findings provide insight into factors that may encourage motivation and interpersonal skills in adolescents, preparing them for STEM workforce entry.

Positive School Climate and Emotional Engagement: A Mixed Methods Study of Chinese Students as Ethnocultural Minorities in Malaysian Secondary Schools

Past research on ethnocultural minority students indicates that persistent inequities require greater attention to the multiple learning supports needed to enhance school success. The present study was designed to extend research in this area by exploring school climate and emotional engagement among minority ethnocultural Chinese students in Malaysian secondary schools. We employed quantitative surveys with 724 students ( Mage = 16.1 years; 47.9% female), followed by qualitative interviews with a subset of 25 students ( Mage = 16.1 years; 52% female). Path analysis indicated that feelings of safety, socio-emotional support from teachers and peers, and student voice were predictors of emotional engagement for Chinese students, which further predicted cognitive engagement, academic performance, and school behavior. Thematic analysis further revealed that language and communication barriers and bullying negatively impacted students’ sense of safety and engagement. Caring, respectful relationships with teachers led to students having opportunities to direct their own learning and make decisions on schoolwide activities, promoting students’ feelings of engagement. Support from peers increased students’ emotional engagement by reducing school-related stressors. The findings suggest that a mutually respectful, caring school climate and opportunities for student voice can enhance critical school experiences for ethnocultural minority high school students.

An intersectional examination of the opportunity gap in science: A critical quantitative approach to latent class analysis

This study employs a critical quantitative lens to model intersectionality in quantitative analysis and examine how inequities are perpetuated in U.S. schools. Using the U.S. sample from nationally representative PISA 2015 data, Latent Class Analysis was used to identify intersectional student background groups based on indicators of race/ethnicity, social class, immigration background, language spoken at home, and measures of cultural capital associated with cultural reproduction theory. A regression auxiliary model combined with latent class regression was then used to determine if intersectional group membership moderated the relationship between a covariate, gender, and two distal outcomes: sense of belonging to school and opportunity to learn (OTL) inquiry-based science. Differences between intersectional background groups on the two distal outcomes were also examined. The findings from this study reinforced the use of LCA as a promising method for incorporating intersectionality frameworks in quantitative research designs. Six distinct intersectional background classes were identified and findings revealed evidence of a wealth gap between classes of similar affluency based on parent occupational status and education. In addition to this evidence of systemic inequality, significant gender disparities within classes were found for OTL and sense of belonging.

“AmeriKenyan”: Lived Acculturation and Ethnic Identification of Kenyan Natives During Their Youth

This qualitative study investigated the immigration, acculturation process, and ethnic identity experiences of six Kenyan emerging adults who immigrated to the United States during their adolescent years. Themes emerged from the data to describe their (a) immigration experience, (b) acculturation process into an individualistic culture with more of a Western worldview, (c) ethnic and racial identity, and (d) emotional response and coping. Subthemes and additional factors illustrated their experience as it relates to social life, academics, cultural context, family values, and more. Implications for multicultural psychology research and practice are addressed.

What Happens After School? Linking Latino Adolescents' Activities and Exposure to Community Violence

Although community violence and the deleterious behavioral and psychological consequences that are associated with exposure to community violence persist as serious public health concerns, identifying malleable factors that increase or decrease adolescents’ risk of exposure to community violence remains a significant gap in our knowledge base. This longitudinal study addresses this research gap by investigating adolescents’ endorsement of familismo values and participation in three types of after-school activities, specifically home-, school-, and community-based activities, as potential precursors to adolescents’ risk for experiencing community violence. The sample consists of 416 Latino high school students (53% female) with a mean age of 15.5 years (SD = 1.0) and with 85% qualifying for free and reduced school lunch. Cross-sectional results demonstrated that adolescents’ endorsement of the Latino cultural value of familismo was associated with lower rates of personal victimization. The frequency of non-structured community-based activities and part-time work were concurrently associated with higher rates of witnessing community violence and being personally victimized by violence. Only the frequency of non-structured community-based activities was related to witnessing more community violence and greater victimization one year later while controlling for prior exposure to violence. These findings underscore the importance of providing structured, well supervised after-school activities for low-income youth in high-risk neighborhoods.

Amotivation and influence of teacher support dimensions: A self-determination theory approach

Based on self-determination theory the study seeks to examine influence of teacher autonomy support, structure and relatedness support on amotivation of middle school students. This correlational study based in Indian sub-continent establishes that all three dimensions of teacher support (i.e., teacher autonomy, teacher structure and teacher relatedness support) reduces amotivation however teacher structure have the strongest influence. No gender and age differences were reported for the study. Study highlights the importance of reverse side of motivation (amotivation) and predicates that teacher support is essential not only in increasing motivation but also in reducing amotivation. Training teachers is necessary to increase their ability of providing autonomy support, structure and relatedness support.

The role of social belonging and exclusion at school and the teacher-student relationship for the development of learned helplessness in adolescents

BACKGROUND

Based on learned helplessness theory and conservation of resources theory, the present study explores the role of schools' social environments (i.e., school belonging, school exclusion, and teacher-student relationships) as potential buffers and amplifiers in students' development of learned helplessness during adolescence.

AIMS

We examine whether school belonging, school exclusion, and teacher-student relationship moderate the longitudinal association of learned helplessness differently for students from low-track schools and high-track schools.

SAMPLE

The study uses a sample of N = 1,088 (M_age  = 13.70, SD = 0.53; 54% girls) adolescent students who participated in a two-wave longitudinal study.

METHODS

We conducted latent moderated structural equation modelling to examine whether school belonging, school exclusion, and teacher-student relationship moderate the longitudinal association of learned helplessness differently for students from low-track schools and high-track schools.

RESULTS

The moderation analyses revealed that students from both school tracks are differently affected by school belonging and school exclusion in their development of learned helplessness. Teacher-student relationship did not moderate the association.

CONCLUSION

Our findings underline the important role of the social environment in students' development of learned helplessness. Particularly, the differential effects found for the different educational tracks highlight the necessary awareness of educators to interindividual differences of their students.

Do Belonging and Social Exclusion at School Affect Structural Brain Development During Adolescence?

Students' sense of belonging presents an essential resource for academic and health outcomes, whereas social exclusion at school negatively impacts students' well-being and academic performance. Aiming to understand how feelings of school-related belonging and exclusion shape the structural brain development, this study applied longitudinal questionnaire-based data and MRI data from 71 adolescent students (37 females, M_age at t1 = 15.0; t2 = 16.1 years). All were white participants from Germany. Voxel-based morphometry revealed only an association of social exclusion (and not of belonging) and gray matter volume in the left anterior insula: From t1 to t2, there was less gray matter decrease, the more social exclusion students perceived. School-related social exclusion and disturbed neurodevelopment are thus significantly associated.

Family cohesion and school belongingness: Protective factors for immigrant youth against bias-based bullying

This study explores the protective effects of family cohesion and school belongingness against the negative consequences of bullying. 481 immigrant and nonimmigrant US middle-school students (Mage = 13.28(0.87), 49% female; 36% ethnic minority) self-reported their experiences being bullied, school belongingness, family cohesion, and socioemotional well-being measured as externalizing, internalizing, and prosocial behaviors. First- or second-generation immigrant youth (n = 72) came from 30 countries in Europe, Asia, Africa, South America, and the Caribbean. Family cohesion served as a protective factor for both immigrant and nonimmigrant youth, but for different outcomes of bullying experiences. For immigrant youth who experienced more bullying, having a more cohesive family was associated with decreased levels of internalizing problems. Additionally, stronger school belongingness and especially family cohesion related to more prosocial behaviors among more frequently bullied immigrant youth. Nonimmigrant youth who experienced bullying, however, reported fewer externalizing problems when they had stronger family cohesion and especially school belongingness. The findings highlight the importance of considering the interacting systems in which immigrant youth are embedded and suggest that family cohesion as a protective factor may work differently for immigrant than for nonimmigrant youth experiencing bias-based bullying.

Discrimination, Self-Esteem, and Mental Health Across Ethnic Groups of Second-Generation Immigrant Adolescents

The relation between discrimination and higher depression by way of reductions in self-esteem has been documented among some racial and ethnic minority populations. Yet, the extent to which the results extend to general forms of discrimination as well as multiple second-generation immigrant ethnic groups remains underexamined. This article assessed the mediating role of self-esteem in the relation between general forms of perceived discrimination and depression symptoms among second-generation immigrant adolescents and assessed the extent to which the relations were invariant across ethnic sub-groups. Analyses were based on data from the Children of Immigrants Longitudinal Study over two periods spanning adolescence (N = 4288; M_age = 14 and 17). The mediating role of self-esteem was tested via path analysis for the full sample, and multiple-group path analyses compared these results across White, Black, Asian, Hispanic, and other (multiracial) immigrants. Indirect effects were obtained via 5000 bootstrapped replications. In the full sample, the relation between discrimination and depression was mediated by self-esteem with approximately 30% of the total effect mediated. Said mediated relation was only confirmed among White and Asian sub-groups, with 27% and 49% of the total effects mediated, respectively. The results suggest that the process by which discrimination relates to mental health may vary between immigrant racial/ethnic sub-groups. In addition, the results highlight the value of considering broader categorizations of perceived discrimination beyond race or ethnicity to understand complexities associated with intersecting marginalized identities among this population.

The Relations and Role of Social Competencies and Belonging with Math and Science Interest and Efficacy for Adolescents in Informal STEM Programs

Adolescence represents a developmental period of waning academic motivation, particularly in STEM domains. To combat this, better understanding the factors that might foster STEM motivation and interest is of importance. Social factors like social competencies and feelings of belonging become increasingly important in adolescence. The current study investigated structural relations between social competencies, feelings of belonging to an informal STEM learning program, math and science efficacy and interest in a sample of 268 adolescents (M_age = 15.25; 66.8% girls; 42.5% White British or European American, 25.7% South Asian British or Asian American, 15.7% Afro-Caribbean Black British or African American 5.6% Bi-racial, and 3.0% other). Adolescents were recruited from six different informal learning sites (e.g., science museums, zoos, or aquariums) in the United States (n = 147) and the United Kingdom (n = 121). The results revealed positive relations between social competencies and belonging, and between belonging and math and science efficacy and interest. Further, the results also indicated a positive indirect effect of social competencies on efficacy and interest, via belonging. These findings have implications for guiding informal STEM programming in ways that can enhance STEM motivation and interest.

Testing the Associations among Social Axioms, School Belonging, and Flourishing in University Students: A Two-Year Longitudinal Study

BACKGROUND

This longitudinal study investigated the temporal stability of social axioms, which are generalised social beliefs, and tested their prospective effects on individuals' flourishing, among students, as well as the extent to which they can be potentially mediated by perceived sense of belonging at school.

METHODS

Participants were 195 Chinese university students, who voluntarily completed a questionnaire measuring social axioms (at baseline, 1-year follow-up, and 2-year follow-up studies), school belonging (at 1-year follow-up study), and flourishing (at baseline and 2-year follow-up studies).

RESULTS

Results showed supportive evidence for five types of social axioms being generally stable across these time intervals. After controlling for baseline flourishing, high baseline social cynicism significantly predicted a lower level of follow-up flourishing, whereas high baseline reward for application predicted a higher level of follow-up flourishing. Furthermore, higher levels of social cynicism predicted lower levels of school belonging, and the latter partially mediated the effect of social cynicism on follow-up flourishing.

CONCLUSIONS

All social axioms are relatively stable across time. Social cynicism, reward for applications, and school belonging are the most salient predictors for flourishing among Chinese university students.

Adolescent Profiles of Marginalization and Connection at School: Relations With Academics and Mental Health

School context serves as a testing ground for exploring social relationships and satisfying needs for connection and affirmation, but often includes feelings of rejection. With a diverse high school sample (n = 645; 55% female; 61% White, 18% African American, 10% Latino, 10% Asian American, 1% Multiracial), patterns of experiences with marginalization and connection were identified and their associations with achievement and mental health examined. Using two-step cluster analysis, three clusters were identified: above the fray, exposed and protected, and targeted and unsupported. Ethnic/racial background was not related to cluster membership. Except for gender and well-being, associations between cluster membership and outcomes were similar across demographic background. The above the fray and the exposed and protected clusters were associated with better outcomes.

Sense of school community among high school students with a disability

High school students with a disability often experience social isolation and exclusion. Previous research has not explored the extent to which youth with a disability feel connected to their school environment, their sense of school community. This study utilized data from The National Longitudinal Transition Study-2 (NLTS-2), a 10-year longitudinal dataset that includes high school students with various disabilities. The study proposed a theoretical framework for sense of school community through maximized school assets and minimized school challenges. The study sample included a total of 1,180 high school students, 11th (n = 443) and 12th (n = 737) graders who completed surveys. Multiple linear regression analysis revealed that a combination of school assets and school challenges of high school experience predicted sense of school community among 11th and 12th graders. Practical implications for increasing sense of school community and reducing social isolation are discussed.

A study of psychological sense of community as a mediator between supportive social systems, school belongingness, and outcome behaviors among urban high school students of color

Psychological sense of community (SOC) has been examined minimally among the youth of color, and as a mediating variable, as well as construct implicated in promoting wellness. Using data from a sample of 401 students of color (M age  = 16.55, standard deviation = 1.31; 54.7% female; 57% Hispanic/Latina[o]) from an underserved northeastern US urban community, we examined the mediating relationship of psychological SOC between social support, participation in youth-based community programs, and outcomes including school belongingness, risk behaviors such as substance use and violent behavior, and psychological symptoms, including depression. Results indicated that access to social supports and youth-based community programs was negatively associated with risk behaviors and experiencing depressive symptoms, through both psychological SOC and school belongingness. Implications include the need for community-based activities for youth that not only foster support but encourage a positive psychological SOC and in-turn offset negative developmental trajectories and risk behaviors.

Contingent National Belonging: The Perceived Fit and Acceptance of Culturally Different Peers Predicts Minority Adolescents' Own Belonging

Prevailing definitions of national identities in Europe equate belonging to the nation with “fitting in” culturally and leave immigrant minorities who are culturally different from the majority group struggling to belong. The present study focuses on an under-researched minority perspective on the intersubjective cultural contents of the national identity. We propose that minorities' national belonging is contingent on their perception that minority peers who deviate from the majority culture are accepted as real nationals. Our study aims to establish (a) minority perceptions of the national fit and acceptance of culturally different peers, and to test (b) the consequences of perceived fit and acceptance for minority adolescents' own national belonging, and (c) its affordances by the local peer context. Drawing on a large random sample of 1,489 Moroccan and Turkish minority youth (aged 12–18) and their peers across 312 classes in 63 Belgian schools, we varied cultural difference from the majority in three vignettes describing imaginary acculturating peers. Minority participants rated to what extent they saw each peer as a real national (perceived fit) and whether other nationals would accept this peer (perceived acceptance). As a measure of their own national belonging, they indicated their national self-identification. Additionally, the multi-level design included classroom contextual measures of majority peer presence and peer acculturation norms (peer norm of heritage culture maintenance). As expected, minority youth who perceived better national fit of culturally different peers, self-identified more strongly as nationals than those who perceived worse fit. This association was not explained by their own acculturation attitudes. In line with the contextual affordance of national fit, only in classes with majority peers, minority youth perceived higher national fit and acceptance of culturally different peers when peer norms supported the maintenance of a distinct heritage culture. We conclude that the national belonging of minority youth is contingent on the peer context through the perceived fit and acceptance of culturally different peers.

Effect of Participation in School Sports Teams on Middle School Students’ Engagement in School

The aim of this study is to determine the effect of participation in school sports teams of students studying in middle school on their levels of school engagement. The relational screening model was used in the study. The study group of the research consisted of a total of 610 students selected by the random sampling method and studying at middle school level (fifth, sixth, seventh, and eighth grades). For analysis of the data obtained from the participants by means of the ‘School Engagement Scale’, descriptive statistics were calculated and interpreted with independent samples t-test and one-way analysis of variance (ANOVA). Based on the research findings, the mean level of school engagement of the participants was found to be 3.62 ± 0.51. In terms of the gender variable, a significant difference in favour of female participants was found. With respect to another variable, that of state of participation in school teams, it was determined that as length of participation in school teams increased, mean level of school engagement of the participants also increased. In conclusion, it was determined that participation in school teams made a positive contribution to students’ engagement in school, and it is recommended that in order to further increase students’ level of school engagement, measures should be taken to ensure students’ participation in school teams.

Teacher Justice and Students' Class Identification: Belief in a Just World and Teacher-Student Relationship as Mediators

For school-age adolescents, teacher justice plays an important role in their learning and social outcomes. The present study examined the relation between teacher justice and students' class identification in 1735 Chinese school-age adolescents by considering belief in a just world (BJW) and teacher-student relationship as mediators. Structure equation modeling (SEM) was used to reveal the direct and indirect effects. The analyses showed that all the direct and indirect effects were significant. These findings indicated that teacher justice had a positive effect on students' class identification. In addition, teacher justice impacted students' class identification through students' just-world belief and teacher-student relationships. These results suggested that for adolescents, teacher justice played an important role in shaping their just-world belief system and their interpersonal relationships with teachers, which in turn affected their sense of belonging and values in relation to their class. Thus, it is important for teachers to be aware that their injustice may negatively impact their relationships with students, students' belief systems, and their psychological engagement at school. There is a need to develop teacher-training programs to help teachers to establish classroom reward-punishment systems with the consideration of social justice, to communicate with students through an unbiased approach, and to increase student participation in the important decision making of the whole class.

Everyday discrimination, negative emotions, and academic achievement in Filipino secondary school students: Cross-sectional and cross-lagged panel investigations

Different forms of overt discrimination have been consistently linked to maladaptive psychological, physical health, and educational outcomes. However, limited research has been carried out to assess the link of subtle forms of discrimination like everyday discrimination on academic functioning in the school context. The current study addressed this research gap through examining the association of everyday discrimination with negative emotions and academic achievement among Filipino high school students. A cross-sectional study (Study 1) showed that everyday discrimination was positively associated with negative emotions and negatively linked to perceived academic achievement. Furthermore, everyday discrimination had indirect effects on academic achievement through the intermediate variable negative emotions. Then, a two-wave cross-lagged panel investigation (Study 2) demonstrated that Time 1 everyday discrimination was linked to higher Time 2 negative emotions. Reciprocal associations were also found among the constructs because Time 1 academic achievement was linked to lower levels Time 2 negative emotions and Time 2 everyday discrimination. The theoretical and practical implications of the research are elucidated.

Increasing Sense of Community in Higher Education Nutrition Courses Using Technology

Sense of community is integral across education formats and can affect achievement, interactivity, and retention. Factors shown to engage students and foster sense of community include the instructor focusing and directing discussions, encouraging open expression of opinions, responding to communications and feedback in a timely way, and giving the opportunity to build relationships. Technology has tremendous potential to enhance these activities at all levels of higher education. This article presents ways in which several technologies are used to enhance student experience in undergraduate and graduate nutrition course work across delivery formats.

The Roles of Racial Discrimination, Cultural Mistrust, and Gender in Latina/o Youth's School Attitudes and Academic Achievement

Gender gaps in achievement are particularly pronounced among Latina/os, who are among the population most affected by the academic achievement gap. This study examined the roles of racial discrimination, cultural mistrust, and economic value of education in the academic achievement of urban, low-income Latina/o adolescents. Participants were 346 high school students. Structural equation modeling revealed that the model of associations was a better fit for male students than for female students. Cultural mistrust mediated the relationship between racial discrimination and values of education, and perceived limitations of education predicted lower attendance rates for male students but not for female students. Implications for future research and interventions are discussed.

Students’ Sense of Belonging at School in 41 Countries

This study examined whether students’ sense of belonging at school (SOBAS) differed across attributes of countries, families, schools, teachers, or students. Multilevel analyses of survey and test data from 193,073 15-year-old students in 41 countries yielded four main findings. First, students in more egalitarian cultures often had higher SOBAS than those in more hierarchical cultures. Second, the teacher–student relationship had the strongest link with SOBAS and mediated the link between egalitarianism and SOBAS. Third, collectivism was not significantly linked to SOBAS. Finally, family characteristics (immigrant status, language spoken at home, socio-economic status [SES], books at home, family wealth, and family communication), schoolmates’ characteristics (SES and social communication), teacher characteristics (teacher–student relationship, teacher support and disciplinary climate), and student characteristics (reading achievement, self-efficacy, and self-concept) were also linked to students’ SOBAS and accounted for most of its variance. This ecological model shows how attributes at multiple levels are related to SOBAS.

The personal and contextual contributors to school belongingness among primary school students

School belongingness has gained currency among educators and school health professionals as an important determinant of adolescent health. The current cross-sectional study presents the 15 most significant personal and contextual factors that collectively explain 66.4% (two-thirds) of the variability in 12-year old students' perceptions of belongingness in primary school. The study is part of a larger longitudinal study investigating the factors associated with student adjustment in the transition from primary to secondary school. The study found that girls and students with disabilities had higher school belongingness scores than boys, and their typically developing counterparts respectively; and explained 2.5% of the variability in school belongingness. The majority (47.1% out of 66.4%) of the variability in school belongingness was explained by student personal factors, such as social acceptance, physical appearance competence, coping skills, and social affiliation motivation; followed by parental expectations (3% out of 66.4%), and school-based factors (13.9% out of 66.4%) such as, classroom involvement, task-goal structure, autonomy provision, cultural pluralism, and absence of bullying. Each of the identified contributors of primary school belongingness can be shaped through interventions, system changes, or policy reforms.

Academic identity formation and motivation among ethnic minority adolescents: the role of the "self" between internal and external perceptions of identity

Identity is often studied as a motivational construct within research on adolescent development and education. However, differential dimensions of identity, as a set of internal values versus external perceptions of social belonging, may relate to motivation in distinct ways. Utilizing a sample of 600 African American and Latino adolescents (43% female; mean age = 13.9), the present study examines whether self-regulated learning (SRL) mediates two distinct dimensions of academic identity (i.e., value and belonging) and mastery orientation. This study also examines whether self-efficacy moderates the mediating role of SRL between identity and mastery. Results show evidence for moderated mediation between SRL and academic self-efficacy. Self-regulated learning played its strongest mediating role between belonging and mastery and for low-efficacy students specifically.

Peer Victimization and Adolescent Adjustment: Does School Belonging Matter?

Recent research highlights the role of peer victimization in students' adjustment across a variety of domains (e.g., academic, social), but less often identifies potential mediating variables. In the current study, we tested for direct effects from peer victimization to adolescents' academic behavior and alcohol use, as well as indirect effects through school belonging. Adolescents from two large samples (middle school: N = 2,808; high school: N = 6,821) self-reported on peer victimization, school belonging, academic outcomes (GPA, school truancy), and alcohol use (lifetime, past 30 days). Two-group structural equation models revealed (a) direct and indirect paths from peer victimization to academic functioning; (b) indirect, but not direct, effects through school belonging for lifetime drinking; and (c) direct and indirect effects from peer victimization to current drinking. Findings implicate school belonging as a mediator between peer victimization and important outcomes in adolescence.

Does neighborhood belonging matter? Examining school and neighborhood belonging as protective factors for Latino adolescents

Across many investigations, school belonging has been linked to several positive outcomes among adolescents, including academic success and psychological well-being. Based on an ecological framework of child development, this study expands on existing research to explore factors that contribute to adolescents' sense of neighborhood as well as school belonging and investigates how belonging in both contexts is related to Latino adolescents' academic and psychological functioning. Participants consisted of 202 Latino adolescents residing in low-income, urban neighborhoods. Structural equation modeling demonstrated that neighborhood peer support was significantly associated with adolescents' sense of neighborhood belonging, whereas teacher support and school peer support were related to school belonging. Although school belonging was positively associated with higher scores on all academic indicators, neighborhood belonging was negatively related to academic aspirations and expectations, grades, and educational values. Yet, both school and neighborhood belonging were associated with better psychological functioning as manifested by lower reported levels of depression. The importance of investigating Latino adolescents' development within multiple contexts is discussed.

The Role of Social Relationships in the Association between Adolescents' Depressive Symptoms and Academic Achievement

While research has established that depression interferes with academic achievement, less is understood about the processes by which social relationships may buffer the relationship between depression and academic outcomes. In this study we examined the role of positive relationships in the school, family and peer contexts in the association between depressive symptoms and academic achievement among 894 adolescents aged 12-17 years living in Santiago, Chile. Depressive symptoms were associated with lower levels of academic achievement; parental monitoring, school belonging, positive mother relationships, and having academically inclined peers moderated this relationship, though some interactions differed by sex and age. Implications for promoting the academic success of adolescents experiencing depressive symptoms are discussed.

The Sense of School Belonging and Implementation of a Prevention Program: Toward Healthier Interpersonal Relationships Among Early Adolescents

The purpose of this qualitative study is to pave the way for the establishment of healthy interpersonal relations by facilitating an understanding of the impacts of Lions Quest Skills for Adolescence as perceived by adolescents and teachers who took part in it. Lions Quest has become recognized as an evidence-based program for preventing alcohol and drug use through the development of social skills and the promotion of meaningful engagement in the school community (Lions Clubs International, Overview of Skills for Adolescence 2013). Semi-structured interviews were conducted with 7th and 8th grade Francophone and Anglophone adolescents from three schools in Eastern Ontario who had participated in Lions Quest. Deductive and inductive analysis of interview transcripts clearly underscored that the positive perceptions of those early adolescents on the quality of their relationships with friends outweigh the negative impression that can be created by peer pressures at this age. It is through such a filter that these adolescents came to appreciate the impact of Lions Quest. Their need to be part of a circle of friends also comes to the fore as a crucial component of a sense of school belonging (Faircloth and Hamm (2005) J Youth Adolesc 34:293-309), highlighting the need to incorporate more of this form of positive social norm into interventions and prevention geared toward early adolescents. The data also underline the complementary importance attributed to having positive relationships with supportive adults.