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• W2017394598 endingPage "e0123353" @default.
• W2017394598 startingPage "e0123353" @default.
• W2017394598 abstract "School belongingness has gained currency among educators and school health professionals as an important determinant of adolescent health. The current cross-sectional study presents the 15 most significant personal and contextual factors that collectively explain 66.4% (two-thirds) of the variability in 12-year old students’ perceptions of belongingness in primary school. The study is part of a larger longitudinal study investigating the factors associated with student adjustment in the transition from primary to secondary school. The study found that girls and students with disabilities had higher school belongingness scores than boys, and their typically developing counterparts respectively; and explained 2.5% of the variability in school belongingness. The majority (47.1% out of 66.4%) of the variability in school belongingness was explained by student personal factors, such as social acceptance, physical appearance competence, coping skills, and social affiliation motivation; followed by parental expectations (3% out of 66.4%), and school-based factors (13.9% out of 66.4%) such as, classroom involvement, task-goal structure, autonomy provision, cultural pluralism, and absence of bullying. Each of the identified contributors of primary school belongingness can be shaped through interventions, system changes, or policy reforms." @default.
• W2017394598 created "2016-06-24" @default.
• W2017394598 creator A5013724521 @default.
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• W2017394598 creator A5077630146 @default.
• W2017394598 creator A5084492725 @default.
• W2017394598 creator A5091801631 @default.
• W2017394598 date "2015-04-15" @default.
• W2017394598 modified "2023-10-16" @default.
• W2017394598 title "The Personal and Contextual Contributors to School Belongingness among Primary School Students" @default.
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• W2017394598 doi "https://doi.org/10.1371/journal.pone.0123353" @default.

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