Youth Perceptions of Life at School: Contextual Correlates of School Connectedness in Adolescence

By Janis Whitlock. 2006

363 citations recorded by the source corpus.

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Citations in the corpus

School Climate: Historical Review, Instrument Development, and School Assessment (2010, result): “…2000); social relationships (Furlong et al., 2005; Griffith, 2000; Wilson, 2004); school facilities (Rutter, Maughan, Mortimore, Ouston, & Smith, 1979; Wilson, 2004); and school connectedness (Blum, 2005; Catalano, Haggerty, Oesterie, Fleming, & Hawkins, 2004; Karcher, 2002; Whitlock, 2006).”
Relations among peer acceptance, inhibitory control, and math achievement in early adolescence (2013, background): “Peer acceptance in particular has been identified as a core indicator for multiple domains of success and well-being – including social, emotional, and mental wellbeing, and academic success (Anderman & Freeman, 2004; Furlong et al., 2003; Haynes, Emmons, & Ben-Avie, 1997; Osterman, 2000; Whitlock, ”
The conceptualisation of school and teacher connectedness in adolescent research: a scoping review of literature (2018, background): “For example, Whitlock (2006) noted that school connectedness seemed to have “chameleon-like properties”, in the sense that it adopted multiple forms and names across different studies.”
In the Context of Risk: Supportive Adults and the School Engagement of Middle School Students* (2007, background): “, 2004) and recent research that reports higher levels of school connectedness for girls than boys (Whitlock, 2006).”
School Climate: a Review of the Construct, Measurement, and Impact on Student Outcomes (2015, background): “Connected students consider themselves to be integral members of the school community (McNeely et al. 2002; Osterman 2000; Whitlock 2006).”
Mitigating the effect of family poverty on academic and behavioral outcomes: The role of school climate in middle and high school. (2011, background): “When individuals within a school feel connected to each other, students experience positive academic, health, and behavioral outcomes (Kuperminc, Leadbeater, & Blatt, 2001; Loukas, Suzuki, & Horton, 2006;McNeely, Nonnemaker, & Blum, 2002; Ruus et al., 2007; Whitlock, 2006).”
Developing Norms for the California Resilience Youth Development Module: Internal Assets and school Resources subscales (2009, methodology): “Numerous studies have shown that this measure of students’ beliefs about how much adults at school care about them is associated with lower levels of substance use and higher levels of positive health and academic outcomes (Whitlock, 2006).”
Promoting Social Competence and Peer Relationships for Adolescents With Autism Spectrum Disorders (2014, background): “For example, teachers can also facilitate peer relationships and encourage students’ sense of school connectedness by providing opportunities for students to engage in ongoing and enjoyable interactions with peers (Whitlock, 2006).”
The Reciprocal Links between School Engagement, Youth Problem Behaviors, and School Dropout during Adolescence (2013, background): “Adolescents who are emotionally attached and connected to school may show less risky behavior because they generally strive to meet society’s expectations and are more likely to form supportive relations with teachers and other engaged peers (Hirschi, 1969; Whitlock, 2006).”