A Review of School Connectedness: Definitions, Antecedents, and Psychological Outcomes
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| Title: | A Review of School Connectedness: Definitions, Antecedents, and Psychological Outcomes |
|---|---|
| Language: | English |
| Authors: | Anqi Peng (ORCID |
| Source: | Journal of School Health. 2025 95(9):741-764. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Information Analyses |
| Descriptors: | Student School Relationship, Definitions, Psychological Patterns, Predictor Variables, Sense of Belonging, Teacher Student Relationship, Peer Relationship, Attachment Behavior, Mental Health, Depression (Psychology), Anxiety, Suicide, Well Being, Resilience (Psychology), Self Esteem, Psychopathology |
| DOI: | 10.1111/josh.70037 |
| ISSN: | 0022-4391 1746-1561 |
| Abstract: | Background: There is extensive research on the importance of school connectedness (SC). However, studies vary in how SC is operationalized, and little work has investigated factors that promote SC or how it relates to psychological outcomes, especially positive ones. Method: This study includes a narrative review of the definitions/operationalizations, theoretical foundations, and predictors of SC as well as a systematic review of 90 empirical articles that assessed at least two components of SC (i.e., school attachment/belonging, teacher attachment, peer attachment) and at least one of seven psychological outcomes (i.e., mental health, depression, anxiety, suicidal ideation/behavior, well-being, resilience, self-esteem) as a dependent variable. Results: Both individual and school factors can promote SC. SC relates to both positive adjustment and psychopathology; less is known regarding SC and positive adjustment relative to psychopathology. Conclusions: SC should be conceptualized as a multi-component construct, with three key components: school attachment/belonging, teacher attachment, and peer attachment (especially with prosocial peers). Given that SC relates to multiple aspects of student mental health, it is an important target for promoting students' well-being. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1479121 |
| Database: | ERIC |
| Abstract: | Background: There is extensive research on the importance of school connectedness (SC). However, studies vary in how SC is operationalized, and little work has investigated factors that promote SC or how it relates to psychological outcomes, especially positive ones. Method: This study includes a narrative review of the definitions/operationalizations, theoretical foundations, and predictors of SC as well as a systematic review of 90 empirical articles that assessed at least two components of SC (i.e., school attachment/belonging, teacher attachment, peer attachment) and at least one of seven psychological outcomes (i.e., mental health, depression, anxiety, suicidal ideation/behavior, well-being, resilience, self-esteem) as a dependent variable. Results: Both individual and school factors can promote SC. SC relates to both positive adjustment and psychopathology; less is known regarding SC and positive adjustment relative to psychopathology. Conclusions: SC should be conceptualized as a multi-component construct, with three key components: school attachment/belonging, teacher attachment, and peer attachment (especially with prosocial peers). Given that SC relates to multiple aspects of student mental health, it is an important target for promoting students' well-being. |
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| ISSN: | 0022-4391 1746-1561 |
| DOI: | 10.1111/josh.70037 |
