Evaluating and Promoting Positive School Attitude in Adolescents

  • Mandy Stern

Part of the SpringerBriefs in Psychology book series (BRIEFSPSYCHOL)

Also part of the SpringerBriefs in School Psychology book sub series (BRIEFSSCHOOL)

Table of contents

  1. Front Matter
    Pages i-x
  2. Mandy Stern
    Pages 29-34
  3. Mandy Stern
    Pages 35-39
  4. Mandy Stern
    Pages 41-46
  5. Back Matter
    Pages 47-52

About this book

Introduction

​​At a time when rates of depression and other mental health problems are increasing significantly among high school students, measures of school attitude and well-being are of central importance to school practitioners. Students with positive attitudes about school experience more beneficial outcomes and are also less likely to engage in maladaptive, risky behaviors. Therefore, monitoring how students feel about their experiences at school is important, and a novel, fresh approach to examining school attitude is sorely needed. 

Past studies of school attitude have generally focused on internal, psychological correlates of school attitude, such as individual and subjective reports of students’ attitude toward school and their motivation levels. Evaluating  and Promoting Positive School Attitude in Adolescents goes beyond these traditional measurements and explores less psychologically focused indicators, including ecological factors and observable behaviors. This study provides school psychologists with a new, comprehensive, and ecologically based approach with which to evaluate the school attitude of high school students.​

Keywords

Academic achievement Adolescent identity High school students Positive psychology School attitude Teacher expectations

Authors and affiliations

  • Mandy Stern
    • 1
  1. 1.California State UniversityNorthridgeUSA

Bibliographic information

  • DOI https://doi.org/10.1007/978-1-4614-3427-6
  • Copyright Information The Author 2012
  • Publisher Name Springer, Boston, MA
  • eBook Packages Behavioral Science
  • Print ISBN 978-1-4614-3426-9
  • Online ISBN 978-1-4614-3427-6
  • Series Print ISSN 2192-8363
  • Series Online ISSN 2192-8371
  • About this book