A Cross Sectional Study of Eighth Graders' Sense of School Belonging, Subjective Well-being, and Academic Achievement

The purpose of this study was to determine levels of eighth graders' ‘sense of belonging to school' and ‘subjective well-being in school', and to reveal whether these variables show differences according to different variables. The sample of the descriptive survey study consisted of 7...

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Bibliographic Details
Published in:Bulletin of education and research 2020-12, Vol.42 (3), p.93
Main Authors: Ruken AKAR VURAL, DÖNMEZ, Burcu, GÜVEN, Hasret, GÜNDOGDU, Kerim
Format: Article
Language:English
Subjects:
Academic Achievement
Adolescents
Conformity
Cross-sectional studies
Data Analysis
Data collection
Educational evaluation
Educational psychology
Gender
Gender Differences
Grade 8
Happiness
Junior high school students
Mental health
Middle school students
Parent Participation
Perceptions
Private Schools
Psychological aspects
Public Schools
Schools
Secondary School Students
Sense of Community
Social aspects
Socioeconomic factors
Socioeconomic Status
Statistical analysis
Teenagers
Variables
Well Being
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Summary:The purpose of this study was to determine levels of eighth graders' ‘sense of belonging to school' and ‘subjective well-being in school', and to reveal whether these variables show differences according to different variables. The sample of the descriptive survey study consisted of 770 eighth graders attending 15 public and private secondary schools with different socioeconomic levels. ‘Brief Scale for Adolescents'Subjective Well-Being in School' and the ‘Scale for Sense of Belonging to School' were used to collect data. Descriptive and predictive statistics were employed in data analyses. The findings obtained in the study reveal that the students' sense of belonging to school and subjective well-being in school were at high levels, that there was a relationship between the students' subjective well-being in school and their sense of belonging to school, and that the students' sense of belonging differed in favor of girls. Furthermore, it was concluded that students' sense of belonging to school and subjective well-being differed in favor of students with a high socioeconomic status, and of students who had high levels of achievement according to their grade levels. Moreover, it was revealed that students with high levels of perceived parental interest had higher levels of ‘sense of belonging to school' and ‘subjective well-being in school' than students with low levels of perceived parental interest.It is expected that the data obtained from the study will contribute to the literature and shed light on future studies.
ISSN:0555-7747