THE ROLE OF SCHOOL BELONGING IN ACADEMIC AND PSYCHOLOGICAL ADJUSTMENT IN STUDENTS DURING HIGH SCHOOL

The aim of the study was to examine whether school belonging predicted concurrent and prospective (1 year later) academic (academic achievement, perceived school utility, school interest) and psychological (internalizing and externalizing problems) adjustment among high school students in Slovakia. The research sample (Time 1) consisted of 135 high school students (Mage=15,14, SD=0,48). Of these, 94 respondents participated in the research one year later (Time 2) (Mage=16,09, SD=0,47). Respondents completed research questionnaires at the beginning of the first school year and repeatedly at the beginning of the second year of the study. To measure school and teacher belonging and academic adjustment self-report questionnaires were utilized. Problem behaviour was examined via teacher reports. Results indicated that school belonging predicted lower level of internalizing problems concurrently and prospectively one year later. Belonging to teacher predicted higher perceived school utility cross-sectionally but not prospectively one year later. Findings highlighted the importance of school and teacher belonging for fostering academic and psychological adjustment of high school students.