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School belonging and school misconduct: the differing role of teacher and peer attachment

Jannick Demanet UGent and Mieke Van Houtte UGent (2012) JOURNAL OF YOUTH AND ADOLESCENCE. 41(4). p.499-514
abstract
The schools-as-communities perspective provides a popular explanation for school-disruptive behavior, stating that interpersonal bonding at school and feelings of school belonging prevent misconduct. In this article, we build on this perspective in three ways. First, we test whether the preventive influence of school belonging acts at the individual or school level. Secondly, we test whether a distinction should be made between the different actors with whom students bond at school, by assessing whether perceived teacher support, school belonging, and peer attachment relate differently to school misconduct. Lastly, the present study investigates whether the associations of bonding with teachers, peers and the school with school misconduct differ by socio-ethnic school context. Multilevel analyses were performed on data from the Flemish Educational Assessment. The sample consisted of 11,872 students (51.4% female) in 85 schools, most of whom were natives (88.8%), with immigrants (11.2%) mostly having Turkish or Moroccan backgrounds (both about 30% of immigrants in the sample), and others Southern-European (16%), Eastern-European (8%), North-African (5%), or other (17%) backgrounds. Results showed that the students’ individual feelings of bonding with peers, teachers and school associate with school misconduct, rather than the overall school cohesion. Results further showed that, while higher perceived teacher support and school belonging related to less school misconduct, higher peer attachment was associated with higher rates of school misconduct. No differences were found by socio-ethnic context. Implications are discussed.
Please use this url to cite or link to this publication:
author
organization
year
type
journalArticle (original)
publication status
published
subject
keyword
STUDENTS, SEGREGATION, SENSE, BEHAVIOR, ADOLESCENT DEVIANCE, MULTILEVEL ANALYSIS, ACADEMIC-ACHIEVEMENT, FAMILY, CONNECTEDNESS, DELINQUENCY, Schools-as-communities perspective, School misconduct, Peer attachment, Teacher support, School belonging, School composition
journal title
JOURNAL OF YOUTH AND ADOLESCENCE
J. Youth Adolesc.
volume
41
issue
4
pages
499 - 514
Web of Science type
Article
Web of Science id
000301303600009
JCR category
PSYCHOLOGY, DEVELOPMENTAL
JCR impact factor
2.695 (2012)
JCR rank
18/65 (2012)
JCR quartile
2 (2012)
ISSN
0047-2891
DOI
10.1007/s10964-011-9674-2
language
English
UGent publication?
yes
classification
A1
copyright statement
I have transferred the copyright for this publication to the publisher
id
2064981
handle
http://hdl.handle.net/1854/LU-2064981
date created
2012-03-13 10:51:04
date last changed
2015-06-17 09:59:27
@article{2064981,
  abstract     = {The schools-as-communities perspective provides a popular explanation for school-disruptive behavior, stating that interpersonal bonding at school and feelings of school belonging prevent misconduct. In this article, we build on this perspective in three ways. First, we test whether the preventive influence of school belonging acts at the individual or school level. Secondly, we test whether a distinction should be made between the different actors with whom students bond at school, by assessing whether perceived teacher support, school belonging, and peer attachment relate differently to school misconduct. Lastly, the present study investigates whether the associations of bonding with teachers, peers and the school with school misconduct differ by socio-ethnic school context. Multilevel analyses were performed on data from the Flemish Educational Assessment. The sample consisted of 11,872 students (51.4\% female) in 85 schools, most of whom were natives (88.8\%), with immigrants (11.2\%) mostly having Turkish or Moroccan backgrounds (both about 30\% of immigrants in the sample), and others Southern-European (16\%), Eastern-European (8\%), North-African (5\%), or other (17\%) backgrounds. Results showed that the students{\textquoteright} individual feelings of bonding with peers, teachers and school associate with school misconduct, rather than the overall school cohesion. Results further showed that, while higher perceived teacher support and school belonging related to less school misconduct, higher peer attachment was associated with higher rates of school misconduct. No differences were found by socio-ethnic context. Implications are discussed.},
  author       = {Demanet, Jannick and Van Houtte, Mieke},
  issn         = {0047-2891},
  journal      = {JOURNAL OF YOUTH AND ADOLESCENCE},
  keyword      = {STUDENTS,SEGREGATION,SENSE,BEHAVIOR,ADOLESCENT DEVIANCE,MULTILEVEL ANALYSIS,ACADEMIC-ACHIEVEMENT,FAMILY,CONNECTEDNESS,DELINQUENCY,Schools-as-communities perspective,School misconduct,Peer attachment,Teacher support,School belonging,School composition},
  language     = {eng},
  number       = {4},
  pages        = {499--514},
  title        = {School belonging and school misconduct: the differing role of teacher and peer attachment},
  url          = {http://dx.doi.org/10.1007/s10964-011-9674-2},
  volume       = {41},
  year         = {2012},
}

Chicago
Demanet, Jannick, and Mieke Van Houtte. 2012. “School Belonging and School Misconduct: The Differing Role of Teacher and Peer Attachment.” Journal of Youth and Adolescence 41 (4): 499–514.
APA
Demanet, Jannick, & Van Houtte, M. (2012). School belonging and school misconduct: the differing role of teacher and peer attachment. JOURNAL OF YOUTH AND ADOLESCENCE, 41(4), 499–514.
Vancouver
1.
Demanet J, Van Houtte M. School belonging and school misconduct: the differing role of teacher and peer attachment. JOURNAL OF YOUTH AND ADOLESCENCE. 2012;41(4):499–514.
MLA
Demanet, Jannick, and Mieke Van Houtte. “School Belonging and School Misconduct: The Differing Role of Teacher and Peer Attachment.” JOURNAL OF YOUTH AND ADOLESCENCE 41.4 (2012): 499–514. Print.