Examining School Connectedness as a Mediator of School Climate Effects

By A. Loukas, R. Suzuki, Karissa D. Horton. 2006

309 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/b118f3dcc84bf85b72e54be07dbc6f3c44e38d5b

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In Clinical Psychology

In Education

In Social Psychology

Citations in the corpus

Psychometric Properties of the Add Health School Connectedness Scale for 18 Sociocultural Groups. (2011, result): “Further support for the SCS was found in that its internal consistency was acceptable across all sociocultural groups and was higher than reported in studies using smaller samples (e.g., Anderman, 2002; Bonny et al., 2000; Loukas et al., 2006; Sieving et al., 2001).”
How does school climate impact academic achievement? An examination of social identity processes (2017, background): “…norms could be considered as a process or mechanism that underlies how school climate comes to affect individual student emotions, attitudes, and behaviors (e.g., Bizumic et al., 2009; Loukas et al., 2006; Reynolds, Subasic, Bromhead, & Lee, 2017; Reynolds, Subasic, Lee, Bromhead, & Tindall, 2015).”
Motivation and Self-Regulated Learning Influences on Middle School Mathematics Achievement (2017, result): “That is, consistent with theoretical predictions, the School Connectedness Scale has been shown to serve as a mediator between school context variables and behavioral problems (Loukas et al., 2006), as well as between hope and feelings of life satisfaction (You et al., 2008).”
The relationships between school climate and adolescent mental health and wellbeing: A systematic literature review (2018, unknown): “In contrast, Loukas et al. (2006) found that gender did not mediate such relationships.”
Connecting the Dots: How Connectedness to Multiple Contexts Influences the Psychological and Academic Adjustment of Urban Youth (2009, background): “Perceived friction in the school climate (ie, due to peer and/or adult conflict) has been found to be mediated by school connection (Loukas, Suzuki, & Horton, 2006 ), making it important to assess perceived friction within the school climate when examining school connection.”
Assessing students’ views of school climate: Developing and validating the What’s Happening In This School? (WHITS) questionnaire (2013, background): “According to Loukas et al. (2006), students who have a sense of social connectedness are less likely to be affected by the negative effects of self-criticism and low self-efficacy.”
Validation of a brief measure of teachers’ perceptions of school climate: relations to student achievement and suspensions (2014, background): “…adjustment of students, including self-esteem (Reddy et al. 2003; Way et al. 2007), anxiety (Rigby 2000), depression (Brand et al. 2003; Loukas et al. 2006), sense of belonging to school (Waters et al. 2009), school attendance and avoidance (Brookmeyer et al. 2006; Corville-Smith et…”