Factors of a sense of school belonging: Bronfenbrenner’s theoretical model as a starting framework for interpretation
Abstract
A sense of school belonging is considered a protective and promotive factor for a
wide range of academic and developmental outcomes of students. However, previous
research efforts were overly focused on examining the factors and processes that
underlie it, and the available literature identifies a lack of a clear model of action that
school actors should apply in order to improve it and, consequently, enjoy its benefits.
The main goal of this paper is the analysis of relevant literature, with the aim of
identifying the factors that contribute to the development of a sense of school belonging
among students. In accordance with the basic principles of the adapted Bronfenbrenner’s
bio-psycho-socio-ecological model of school belonging, the findings of the conducted
review indicate that the sense of school belonging is of a systemic nature, and that its
development and intensity are determined by multiple experiences, interactions and
factors that usually exist on the individual,... school-relational and contextual level.
Although the paper provides preliminary insights into the factors that contribute to the
development of a sense of school belonging, further research into these factors, which
will examine their predictive effect, provide the possibility of defining a clear model of
action, and represent a starting point for designing adequate interventions, is necessary.
Keywords:
school belonging / individual factors / school factors / bio-psychosocio-ecological modelSource:
Teme, 2023, XLVII, 2, 371-384Publisher:
- Niš : Univerzitet u Nišu
Funding / projects:
Collections
Institution/Community
IPITY - JOUR AU - Trajković, Marija AU - Popović-Ćitić, Branislava AU - Mijatović, Luka PY - 2023 UR - http://ipir.ipisr.org.rs/handle/123456789/973 AB - A sense of school belonging is considered a protective and promotive factor for a wide range of academic and developmental outcomes of students. However, previous research efforts were overly focused on examining the factors and processes that underlie it, and the available literature identifies a lack of a clear model of action that school actors should apply in order to improve it and, consequently, enjoy its benefits. The main goal of this paper is the analysis of relevant literature, with the aim of identifying the factors that contribute to the development of a sense of school belonging among students. In accordance with the basic principles of the adapted Bronfenbrenner’s bio-psycho-socio-ecological model of school belonging, the findings of the conducted review indicate that the sense of school belonging is of a systemic nature, and that its development and intensity are determined by multiple experiences, interactions and factors that usually exist on the individual, school-relational and contextual level. Although the paper provides preliminary insights into the factors that contribute to the development of a sense of school belonging, further research into these factors, which will examine their predictive effect, provide the possibility of defining a clear model of action, and represent a starting point for designing adequate interventions, is necessary. PB - Niš : Univerzitet u Nišu T2 - Teme T1 - Factors of a sense of school belonging: Bronfenbrenner’s theoretical model as a starting framework for interpretation EP - 384 IS - 2 SP - 371 VL - XLVII DO - 10.22190/TEME220805024T ER -
@article{ author = "Trajković, Marija and Popović-Ćitić, Branislava and Mijatović, Luka", year = "2023", abstract = "A sense of school belonging is considered a protective and promotive factor for a wide range of academic and developmental outcomes of students. However, previous research efforts were overly focused on examining the factors and processes that underlie it, and the available literature identifies a lack of a clear model of action that school actors should apply in order to improve it and, consequently, enjoy its benefits. The main goal of this paper is the analysis of relevant literature, with the aim of identifying the factors that contribute to the development of a sense of school belonging among students. In accordance with the basic principles of the adapted Bronfenbrenner’s bio-psycho-socio-ecological model of school belonging, the findings of the conducted review indicate that the sense of school belonging is of a systemic nature, and that its development and intensity are determined by multiple experiences, interactions and factors that usually exist on the individual, school-relational and contextual level. Although the paper provides preliminary insights into the factors that contribute to the development of a sense of school belonging, further research into these factors, which will examine their predictive effect, provide the possibility of defining a clear model of action, and represent a starting point for designing adequate interventions, is necessary.", publisher = "Niš : Univerzitet u Nišu", journal = "Teme", title = "Factors of a sense of school belonging: Bronfenbrenner’s theoretical model as a starting framework for interpretation", pages = "384-371", number = "2", volume = "XLVII", doi = "10.22190/TEME220805024T" }
Trajković, M., Popović-Ćitić, B.,& Mijatović, L.. (2023). Factors of a sense of school belonging: Bronfenbrenner’s theoretical model as a starting framework for interpretation. in Teme Niš : Univerzitet u Nišu., XLVII(2), 371-384. https://doi.org/10.22190/TEME220805024T
Trajković M, Popović-Ćitić B, Mijatović L. Factors of a sense of school belonging: Bronfenbrenner’s theoretical model as a starting framework for interpretation. in Teme. 2023;XLVII(2):371-384. doi:10.22190/TEME220805024T .
Trajković, Marija, Popović-Ćitić, Branislava, Mijatović, Luka, "Factors of a sense of school belonging: Bronfenbrenner’s theoretical model as a starting framework for interpretation" in Teme, XLVII, no. 2 (2023):371-384, https://doi.org/10.22190/TEME220805024T . .