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An examination of the mutual impact of students' sense of school belonging and adjustment in a sample of urban, ethnic-minority, elementary-aged students

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TypeOfResource
Text
TitleInfo (ID = T-1)
Title
An examination of the mutual impact of students' sense of school belonging and adjustment in a sample of urban, ethnic-minority, elementary-aged students
Identifier
ETD_179
Identifier (type = hdl)
http://hdl.rutgers.edu/1782.1/rucore10001600001.ETD.000056206
Language
LanguageTerm (authority = ISO639-2); (type = code)
eng
Genre (authority = marcgt)
theses
Subject (ID = SBJ-1); (authority = RUETD)
Topic
Psychology
Subject (ID = SBJ-2); (authority = ETD-LCSH)
Topic
Hispanic American students--Psychology
Subject (ID = SBJ-3); (authority = ETD-LCSH)
Topic
School children--Economic conditions
Subject (ID = SBJ-4); (authority = ETD-LCSH)
Topic
African American school children--Psychology
Subject (ID = SBJ-5); (authority = ETD-LCSH)
Topic
School children--Social conditions
Abstract (type = abstract)
The purpose of this study was to investigate the reciprocal relationship between students’ sense of school belonging, and their behavioral and psychological adjustment during one academic year in a sample of urban, low-income, African American and Latino, elementary-aged students. Data from 410 2nd and 5th grade students were used in the analyses, drawn from twenty-three classes, spanning seven elementary schools. Students completed self-reports of perceived sense of school belonging and self-concept during the Fall and Spring semesters of one academic year. For the corresponding year, teachers completed a teacher-rated survey assessing social skills, problem behaviors, and academic competence for each student in their classes in the Fall and Spring. Results indicated that females reported higher levels of school belonging than their male counterparts; differential effects by ethnicity or age were not observed. Students’ sense of school belonging was positively correlated with social skills, self-concept, and academic competence; and inversely correlated with problem behaviors. Overall levels of school belonging did not differ between the Fall and Spring. Reported levels of school belonging in the Fall predicted problem behaviors in the Spring controlling for previous levels, though, Fall levels of school belonging were not associated with teacher-rated social skills or academic competence, or students’ reports of self-concept when previous levels of such measures and demographic variables were controlled. Finally, Fall levels of problem behaviors and social skills predicted students’ sense of school belonging in the Spring, controlling for previous levels of school belonging. Collectively, the findings suggest a reciprocal relationship between students’ sense of school belonging and students’ social and emotional competencies in urban, early and late elementary, minority students. The important theoretical and practical implications of the current study are discussed.
PhysicalDescription
Form (authority = gmd)
electronic resource
Extent
vi, 77 p. : ill.
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application/pdf
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text/xml
Note (type = degree)
Ph.D.
Note (type = bibliography)
Includes bibliographical references
Note (type = vita)
Includes vita
Note (type = statement of responsibility)
by Linda A. Cedeno
Name (ID = NAME-1); (type = personal)
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Cedeno
NamePart (type = given)
Linda
Role
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author
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Linda Cedeno
Name (ID = NAME-2); (type = personal)
NamePart (type = family)
Elias
NamePart (type = given)
Maurice J
Role
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chair
Affiliation
Advisory Committee
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Maurice J Elias
Name (ID = NAME-3); (type = personal)
NamePart (type = family)
Chu
NamePart (type = given)
Brian
Role
RoleTerm (authority = RULIB)
co-chair
Affiliation
Advisory Committee
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Brian Chu
Name (ID = NAME-4); (type = personal)
NamePart (type = family)
Bry
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Brenna
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co-chair
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Advisory Committee
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Brenna Bry
Name (ID = NAME-5); (type = personal)
NamePart (type = family)
Hoagwood
NamePart (type = given)
Kimberly
Role
RoleTerm (authority = RULIB)
outside member
Affiliation
Advisory Committee
DisplayForm
Kimberly Hoagwood
Name (ID = NAME-1); (type = corporate)
NamePart
Rutgers University
Role
RoleTerm (authority = RULIB)
degree grantor
Name (ID = NAME-2); (type = corporate)
NamePart
Graduate School - New Brunswick
Role
RoleTerm (authority = RULIB)
school
OriginInfo
DateCreated (qualifier = exact)
2010
DateOther (qualifier = exact); (type = degree)
2010
Place
PlaceTerm (type = code)
xx
RelatedItem (type = host)
TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier (type = RULIB)
ETD
RelatedItem (type = host)
TitleInfo
Title
Graduate School - New Brunswick Electronic Theses and Dissertations
Identifier (type = local)
rucore19991600001
Location
PhysicalLocation (authority = marcorg); (displayLabel = Rutgers, The State University of New Jersey)
NjNbRU
Identifier (type = doi)
doi:10.7282/T32V2FW4
Genre (authority = ExL-Esploro)
ETD doctoral
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Rights

RightsDeclaration (AUTHORITY = GS); (ID = rulibRdec0006)
The author owns the copyright to this work.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
RightsHolder (ID = PRH-1); (type = personal)
Name
FamilyName
Cedeno
GivenName
Linda
Role
Copyright Holder
RightsEvent (ID = RE-1); (AUTHORITY = rulib)
Type
Permission or license
DateTime
2010-07-21 17:17:31
AssociatedEntity (ID = AE-1); (AUTHORITY = rulib)
Role
Copyright holder
Name
Linda Cedeno
Affiliation
Rutgers University. Graduate School - New Brunswick
AssociatedObject (ID = AO-1); (AUTHORITY = rulib)
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
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Technical

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ETD
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application/pdf
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application/x-tar
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552960
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