Feeling connected: The roles of student-teacher relationships and sense of school belonging on future orientation

被引：30

作者：

Wong, Tracy K. Y. ^{[1
]}

Parent, Anne-Marie ^{[1
]}

Konishi, Chiaki ^{[1
]}

机构：

[1] McGill Univ, Dept Educ & Counselling Psychol, 3700 McTavish St, Montreal, PQ H3A 1Y2, Canada

来源：

INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH | 2019年 / 94卷

关键词：

Sense of school belonging; Student-teacher relationships; School climate; Educational expectations; Career expectations; Future orientation; ACADEMIC-ACHIEVEMENT; DEPRESSIVE SYMPTOMS; TIME PERSPECTIVE; PEER VICTIMIZATION; ADOLESCENTS; CLIMATE; ASSOCIATIONS; EXPECTATIONS; ADJUSTMENT; MOTIVATION;

D O I：

10.1016/j.ijer.2019.01.008

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The present study examined whether and the extent to which student-teacher relationships (STRs) and sense of school belonging (SSB) fostered students' educational and career expectations. Data were obtained from 15-year-old Hong Kong students (N = 3, 238) who participated in the Programme for International Student Assessment (PISA) project in 2003. Findings from regression analyses indicated that although STRs and SSB both promoted educational expectations, only the latter predicted higher career expectations. Analyses of a multiple mediator model revealed mediating effects of SSB and educational expectations on the association between STRs and career expectations.

引用

页码：150 / 157

页数：8

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