The Effects of School Bonding on High School Seniors' Academic Achievement

被引：64

作者：

Bryan, Julia ^{[1
]}

Moore-Thomas, Cheryl ^{[2
]}

Gaenzle, Stacey ^{[1
]}

Kim, Jungnam ^{[1
]}

Lin, Chia-Huei ^{[1
]}

Na, Goeun ^{[1
]}

机构：

[1] Univ Maryland, Dept Counseling Higher Educ & Special Educ, College Pk, MD 20742 USA

[2] Loyola Univ Maryland, Dept Educ Specialties, Baltimore, MD USA

来源：

JOURNAL OF COUNSELING AND DEVELOPMENT | 2012年 / 90卷 / 04期

关键词：

school bonding; school connectedness; school engagement; involvement in extracurricular activities; academic achievement; AFRICAN-AMERICAN; PARTICIPATION; CONNECTEDNESS; STUDENTS; HEALTH; ADOLESCENTS; ENGAGEMENT; ATTACHMENT; COUNSELORS; MODERATOR;

D O I：

10.1002/j.1556-6676.2012.00058.x

中图分类号：

B849 [应用心理学];

学科分类号：

040203 ;

摘要：

The authors examine the effects of school bonding on academic achievement (measured by math achievement scores) in a sample of 12th graders from the Educational Longitudinal Study of 2002 (Ingels, Pratt, Rogers, Siegel, & Stutts, 2005). Components of school bonding have proximal and distal effects on academic achievement. Attachment to school and school involvement had direct effects on achievement; attachment to teachers and school commitment behaviors had indirect effects on achievement through school-related delinquency and prior achievement. Implications for counselors are discussed.

引用

页码：467 / 480

页数：14

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