Abstract
Much of the literature that investigates school belonging has focused attention on individual factors. However, our review (Chap. 4) and meta-analysis (Chap. 5) suggest that school belonging is a complex multi-faceted construct that can be influenced by multiple levels and systems within a school. Synthesizing the themes apparent in our review of the literature, we present a multi-level framework to examine school belonging, that is, the bio-psycho-socio-ecological model (BPSEM) of school belonging. We present the BPSEM framework and unpack the different domains. The framework provides a foundation for application, which we turn to in proceeding chapters.
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Notes
- 1.
My School Website (ACARA, 2009), which publishes the Australian National Assessment Program—Literacy and Numeracy (NAPLAN) results, a standardised measure of academic achievement, for all primary and secondary schools in the country.
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Allen, KA., Kern, M.L. (2017). A Multilevel Framework of School Belonging. In: School Belonging in Adolescents. SpringerBriefs in Psychology(). Springer, Singapore. https://doi.org/10.1007/978-981-10-5996-4_6
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DOI: https://doi.org/10.1007/978-981-10-5996-4_6
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Publisher Name: Springer, Singapore
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