The Role of Sense of School Belonging and Gender in the Academic Adjustment of Latino Adolescents

By Bernadette Sánchez, Yarí Colón, Patricia Esparza. 2005

388 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Safety Research

View Paper: https://www.semanticscholar.org/paper/217c8dcefc4bc3d6c346b48157e5ad4270138948

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Citations in the corpus

The Relation of Classroom Environment and School Belonging to Academic Self-Efficacy among Urban Fourth- and Fifth-Grade Students (2009, background): “Sánchez, Colón, and Esparza (2005) found that sense of belonging was associated with academic effort, absenteeism, and academic motivation, measured by intrinsic value for and expectancies for success.”
Initial Development and Validation of the School Belongingness Scale (2016, background): “Many of these studies showed a sense of belonging at school to be a significant predictor of various educational outcomes such as academic achievement, absenteeism, academic motivation, dropping out of school, and goals (Babakhani 2014; Phan 2013; Sánchez et al. 2005).”
School Belonging of Adolescents: The Role of Teacher-Student Relationships, Peer Relationships and Family Involvement * (2016, background): “Given that a sense of belonging is important for adolescent wellbeing, research has shown that adolescent girls give more importance to group membership, as well as relatedness and connectedness to others, while competition and autonomy are more important for boys (Newman, Newman, Griffen, O’Connor,”
Under-represented college students and extracurricular involvement: the effects of various student organizations on academic performance (2008, background): “ Sanchez et al. (2005) examine the influence of gender on academic outcomes of Latina and Latino adolescents.”
Student-centred and teacher-centred learning environment in pre-vocational secondary education: Psychological needs, and motivation (2014, background): “Ahmed et al. (2010) found a positive relation between motivation and grades, whereas Sánchez et al. (2005) state that grades are poor predictors.”