Linking Hong Kong Secondary Students' School Belongingness with Pre-School Characteristics, School Experiences, and Out-of-Class Experiences

Framed with the model of Cashmore et al.(2011),this study examined the pattern of school belongingness of Hong Kong students with their pre-school characteristics,school experiences,and out-of-class experiences using PISA 2015 data.The total sample included 4703 Hong Kong secondary school students aged 15.Regression analysis revealed that Hong Kong secondary students9 school belongingness was predicted by pre-school characteristics,school experiences,and out-of-class experiences.Compared with two other categories of variables,out-of-class experiences had a stronger prediction in terms of peer relationships.Overall,family socioeconomic status(SES),student performance,selfmotivation,student-teacher ratio,and peer relationship were positive predictors,whereas school size was negatively predictive.In addition,the relationships of school belongingness with three categories of variables differed by immigrant status.Immigrant children had a greater sense of school belonging than local students.The findings add to the existing literature and may have implications for school administrators and teachers in relevant areas.

Place and Belonging: How Rural Primary School Principals can Promote Boarders’ Development by Building their Sense of Belonging to School?

Rural boarding schools in compulsory education in China have proliferated with school merger program.This paper analyzes the relationship between school belonging and student development and the factors that influence students'sense of belonging in rural boarding schools.The paper examines how principals in rural boarding schools in China can promote student development by building a sense of belonging.The paper argues that building this sense of belonging can serve as a solution to the current problems affecting rural boarding schools,improve the quality of rural primary education,and promote student development.

学校归属感对大学生就地就业意愿影响及其对策——以江苏省盐城市为例

受经济发展转型、产业优化升级以及人口红利减少等因素影响,人才争夺战在中国各大城市拉开序幕。目前国内关于人才争夺策略主要涉及经济政策及社会服务等,城市间人才争夺策略同质化严重且是政府单方面的努力。高校是大学生成年以来主要身处的环境,高校环境对大学生主体行为的影响是毋庸置疑的。尽管有许多研究指出学校归属感与留存感之间存在联系,但尚未发现与留在高校所在地就业意愿的直接关系。课题组采用学校归属感问卷(PSSM),以江苏省盐城市G大学生为研究对象,从人际关系、学校认同、在校安全感三个纬度测量大学生学校归属感与就地就业意愿的关系。数据分析结果显示,学校归属感与就地就业意愿具有正相关性,也就是学校归属感越强,就地就业意愿越高。提出,明确城市定位,利用学校归属感错位竞争;加强情感纽带;增强学校与政府,企业合作力度等对策建议,以学校归属感这一重要因素为政府吸才留才政策制定提供新视角与理论依据。

基于R语言构建飞行大学生学校归属感、社交焦虑和心理症状的交叉滞后网络结构模型

从交叉滞后原理入手,以飞行大学生实践训练的8个月为前后时序,利用学校归属感问卷、社交焦虑问卷和SCL90量表对188名中国民用飞行学院飞行技术专业男性学生进行数据收集,以量表各维度为变量,使用R语言构建其网络结构模型。结果表明,模型拟合度良好,具有较高的可应用价值,能为信息化管理飞行大学生心理健康提供可用模型素材。

优势视角在教师归属感培训中的运用——以工读学校教师为例

近年来,优势视角逐渐被认同与应用于社会工作中,四川地震的发生涌现出无数优秀教师,但是也不乏有缺失教师道德之流。教师心理抗逆力进入了人们的视线。而工读学校教师是一特殊的教师群体,笔者希望以此为契机探索培养教师心理抗逆力问题。笔者有幸跟随席小华老师参与了两次针对北京市工读学校教师开展的心理抗逆素质的培训。教师心里抗逆素质的培养主要是针对培养教师心理的效能感、乐观感、归属感三方面。本文仅从归属感这其中一个方面加以阐述,并尝试纪录对教师心理抗逆力培养的探索过程。

家庭教养方式与小学生学校归属感:孤独感和自尊的中介作用

为探讨家庭教养方式与小学生学校归属感的关系及孤独感和自尊在二者关系间所起的作用,本文采用家庭教养方式量表、小学生学校归属感正式问卷、儿童孤独量表和自尊量表对730名2~6年级小学生进行调查。结果显示:(1)父母情感温暖、父母过度保护与学校归属感呈正相关,父母拒绝与学校归属感呈负相关;(2)孤独感和自尊在家庭教养方式与小学生学校归属感之间分别起部分中介作用;(3)孤独感和自尊在家庭教养方式与小学生学校归属感间起链式中介作用。研究启示,应该从家校社三个方面协同努力,为小学生提供良好的教育环境。在家庭层面,父母应为子女提供积极的教养方式;在学校层面,应通过多种方式发挥育人主导作用;在社会层面,应构建完善的家庭教育公共服务体系。