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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 (2014) Schools and society : a sociological approach to education. p.193-199
abstract
Students' success in school depends on more than their intellectual ability. To cooperate with the goals of school and achieve to their maximum capacity, students need to feel a part of the learning process, comply with the school rules, and not drop out. Jannick Demanet and Mieke Van Houtte discuss factors that result in student success and cooperation versus misconduct (minor forms of deviance such as rule-breaking, cheating on tests, skipping school, and arriving late for school). One theory of student success is that the school-as-community, or school cohesion, results in students having a sense of belonging to the school community; this belonging results in their integration into the school and improved chances for success. Another theory is that a student’s individual bonding with caring teachers and peers has a greater effect on deviance than school cohesion. The more students perceive that teachers are supportive and that they belong to a peer group, the less likely they are to engage in misconduct. Both explanations help us understand why some students misbehave, though this study found more support for the theory that individual bonding with teachers and peers results in more success and less misconduct. The importance is to understand what factors lead to lack of involvement in school and potential for school misconduct and dropping out.
Please use this url to cite or link to this publication:
author
organization
year
type
bookChapter
publication status
published
subject
book title
Schools and society : a sociological approach to education
editor
Jeanne Ballantine and Joan Spade
edition
5
pages
193 - 199
publisher
Sage
place of publication
New York, NY, USA
ISBN
9781412979245
language
English
UGent publication?
yes
classification
B2
copyright statement
I have transferred the copyright for this publication to the publisher
VABB id
c:vabb:392765
VABB type
VABB-4
id
5762067
handle
http://hdl.handle.net/1854/LU-5762067
date created
2014-11-25 10:19:30
date last changed
2017-01-02 09:55:43
@incollection{5762067,
  abstract     = {Students' success in school depends on more than their intellectual ability. To cooperate with the goals of school and achieve to their maximum capacity, students need to feel a part of the learning process, comply with the school rules, and not drop out. Jannick Demanet and Mieke Van Houtte discuss factors that result in student success and cooperation versus misconduct (minor forms of deviance such as rule-breaking, cheating on tests, skipping school, and arriving late for school). One theory of student success is that the school-as-community, or school cohesion, results in students having a sense of belonging to the school community; this belonging results in their integration into the school and improved chances for success. Another theory is that a student{\textquoteright}s individual bonding with caring teachers and peers has a greater effect on deviance than school cohesion. The more students perceive that teachers are supportive and that they belong to a peer group, the less likely they are to engage in misconduct. Both explanations help us understand why some students misbehave, though this study found more support for the theory that individual bonding with teachers and peers results in more success and less misconduct. The importance is to understand what factors lead to lack of involvement in school and potential for school misconduct and dropping out.},
  author       = {Demanet, Jannick and Van Houtte, Mieke},
  booktitle    = {Schools and society : a sociological approach to education},
  editor       = {Ballantine, Jeanne and Spade, Joan },
  isbn         = {9781412979245},
  language     = {eng},
  pages        = {193--199},
  publisher    = {Sage},
  title        = {School belonging and school misconduct: the differing role of teacher and peer attachment},
  year         = {2014},
}

Chicago
Demanet, Jannick, and Mieke Van Houtte. 2014. “School Belonging and School Misconduct: The Differing Role of Teacher and Peer Attachment.” In Schools and Society : a Sociological Approach to Education, ed. Jeanne Ballantine and Joan Spade, 193–199. 5th ed. New York, NY, USA: Sage.
APA
Demanet, Jannick, & Van Houtte, M. (2014). School belonging and school misconduct: the differing role of teacher and peer attachment. In J. Ballantine & J. Spade (Eds.), Schools and society : a sociological approach to education (5th ed., pp. 193–199). New York, NY, USA: Sage.
Vancouver
1.
Demanet J, Van Houtte M. School belonging and school misconduct: the differing role of teacher and peer attachment. In: Ballantine J, Spade J, editors. Schools and society : a sociological approach to education. 5th ed. New York, NY, USA: Sage; 2014. p. 193–9.
MLA
Demanet, Jannick, and Mieke Van Houtte. “School Belonging and School Misconduct: The Differing Role of Teacher and Peer Attachment.” Schools and Society : a Sociological Approach to Education. 5th ed. Ed. Jeanne Ballantine & Joan Spade. New York, NY, USA: Sage, 2014. 193–199. Print.