Empirical Validation of a Model for Predicting Students' Sense of Belonging and School Engagement as a Function of Classroom Management Practices

Autor/inn/en	St-Amand, Jérôme; Smith, Jonathan; Rasmy, Aziz
Titel	Empirical Validation of a Model for Predicting Students' Sense of Belonging and School Engagement as a Function of Classroom Management Practices
Quelle	In: International Journal of Educational Psychology, 11 (2022) 2, S.94-124 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (St-Amand, Jérôme) ORCID (Smith, Jonathan) ORCID (Rasmy, Aziz)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2014-3591
Schlagwörter	Foreign Countries; Grade 9; Group Membership; Interpersonal Relationship; Learner Engagement; Classroom Techniques; Group Unity; Middle School Students; Morocco + Suchen Sie Ihr Suchwort? Ausland; School year 09; 9. Schuljahr; Schuljahr 09; Gruppenzugehörigkeit; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Klassenführung; Gruppenidentität; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Marokko
Abstract	Over the last two decades, several studies have overlooked at-school belonging and engagement, two dimensions that are associated with several positive outcomes. However, the relative influence that contexts and interventions may have on these components has received much less attention. In this study, school belonging and engagement were examined as a function of the implementation and application of classroom rules. The study took place in two Moroccan schools, and participants were 238 students from 9th grade (101 boys, 137 girls; M[subscript age] = 15.1) living in the cities of Casablanca and Témara. They all completed a questionnaire that allowed to measure their belonging and engagement in conjunction with the manner in which rules are implemented and applied. Correlational and structural equation modeling methods were used to analyze the aforementioned relationships. Results showed that implementation of classroom rules had a positive effect on school belonging, which, in turn, had a positive effect on school engagement. These results indicated the need to conduct further empirical research to measure the contribution of classroom management practices on school belonging. (As Provided).
Anmerkungen	Hipatia Press. Claramunt, 4, Local 2 08030, Barcelona, Spain. Tel: +34-93-302-1226: e-mail: info@hipatiapress.com; Web site: https://hipatiapress.com/hpjournals/index.php/redimat
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01