Sense of Belonging, Social Bonds, and School Functioning

By Jaana Juvonen. 2006

270 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/7088ef27f9c628df5a47449d8a935ec4f97ba52a

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Citations in the corpus

Race and Belonging in School: How Anticipated and Experienced Belonging Affect Choice, Persistence, and Performance (2015, background): “3 inconsistently, to improved academic achievement (Faircloth & Hamm, 2005; Juvonen, 2006; Roeser, Midgley, & Urdan, 1996; Solomon et al., 2000).”
Teacher emotions in the classroom: associations with students’ engagement, classroom discipline and the interpersonal teacher-student relationship (2015, result): “This corresponds with findings of previous studies in motivation and the TSR, indicating that student engagement was more significant for teachers’ positive relationship with students than students’ achievement level (e.g. Juvonen 2006; Skinner and Belmont 1993; Tal and Babad 1990).”
Sense of Belonging at School: Defining Attributes, Determinants, and Sustaining Strategies. (2017, background): “Because many theorists have suggested that positive social relations contribute to building and sustaining school belonging (Eccles & Roeser, 2009; Janosz et al., 1998; Juvonen, 2006; Newman et al., 1992; Roeser et al., 1996; Wehlage et al., 1989), the authors recommend the implementation of social ”
Beyond Knowledge: Exploring Why Some Teachers Are More Thoughtfully Adaptive Than Others (2010, background): “This ability to negotiate a sense of connection lies at the heart of belonging (Juvonen, 2006).”
Promoting Social Inclusion in Educational Settings: Challenges and Opportunities (2019, background): “Moreover, because aggression is associated with school disengagement—independent of peer rejection (e.g., Schwartz, Gorman, Nakamoto, & McKay, 2006)— rejection may amplify the risks associated with behavioral or emotional difficulties affecting academic disengagement (Juvonen, 2006).”
Identification with Academics and Motivation to Achieve in School: How the Structure of the Self Influences Academic Outcomes (2011, background): “One way to promote belongingness is for teachers to develop a caring relationship with their students (Juvonen 2006). In fact, perceptions of teacher caring have been shown to be related to students' performance on standardized tests (Fast et al. 2010). Reeve (2006) reported that an exhaustive revie”
Cultivating Positive Teacher–Student Relationships: Preliminary Evaluation of the Establish–Maintain–Restore (EMR) Method (2018, background): “However, relationships are not solely characterized by the quality of interactions between two parties, as relationships are also characterized by an individual’s perceptions and internal feelings toward another person, such as perceptions of belonging, trust, and connection (Juvonen, 2006; Sabol & ”
Sense of Belonging and Self-Regulated Learning: Testing Achievement Goals as Mediators (2018, background): “In contrast, when students do not feel accepted and connected at school, they are more likely to drop out of school (Finn, 1989; Juvonen, 2006).”
Trajectories of psychological need satisfaction from early to late adolescence as a predictor of adjustment in school (2014, background): “We can expect fluctuations for teacher relatedness as students change school levels, as well as for peers as their role increase during adolescence (Juvonen, 2006).”
Promoting early adolescents' achievement and peer relationships: the effects of cooperative, competitive, and individualistic goal structures. (2008, background): “Thus, it is reasonable to expect that those students experiencing positive peer relationships would achieve more in school than those who are socially disconnected or alienated (Juvonen, 2006).”