The role of belongingness in middle school students' motivational adaptation to a new school setting: Do fresh starts make a difference

Persistent Link:
http://hdl.handle.net/10150/289904
Title:
The role of belongingness in middle school students' motivational adaptation to a new school setting: Do fresh starts make a difference
Author:
Nichols, Sharon Louise
Issue Date:
2003
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
This was a study of 45 sixth-, seventh-, and eighth-grade students who attended a newly formed charter school in a large metropolitan city in the Southwest. The purpose was to explore students' conceptions of belongingness in two school contexts and to analyze how conceptions may (or may not) have changed over time and from one school context to another. Interview methods were employed to obtain both closed- and open-ended student responses. Results suggested that the role of student choice in changing schools is significantly related to whether students felt they belong. Further, students varied in their belongingness conceptions with some students emphasizing the importance of interpersonal relationships and others emphasizing academic achievement or opportunity. Results were used to generate a preliminary model of Fresh Starts Motivation (FSM) that describes the role of students' conceptions of belongingness as it exists and evolves through a major transition. Implications for future research on student belongingness are described.
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
Education, Educational Psychology.; Education, Secondary.
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Graduate College; Educational Psychology
Degree Grantor:
University of Arizona
Advisor:
Good, Thomas L.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_US
dc.titleThe role of belongingness in middle school students' motivational adaptation to a new school setting: Do fresh starts make a differenceen_US
dc.creatorNichols, Sharon Louiseen_US
dc.contributor.authorNichols, Sharon Louiseen_US
dc.date.issued2003en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThis was a study of 45 sixth-, seventh-, and eighth-grade students who attended a newly formed charter school in a large metropolitan city in the Southwest. The purpose was to explore students' conceptions of belongingness in two school contexts and to analyze how conceptions may (or may not) have changed over time and from one school context to another. Interview methods were employed to obtain both closed- and open-ended student responses. Results suggested that the role of student choice in changing schools is significantly related to whether students felt they belong. Further, students varied in their belongingness conceptions with some students emphasizing the importance of interpersonal relationships and others emphasizing academic achievement or opportunity. Results were used to generate a preliminary model of Fresh Starts Motivation (FSM) that describes the role of students' conceptions of belongingness as it exists and evolves through a major transition. Implications for future research on student belongingness are described.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectEducation, Educational Psychology.en_US
dc.subjectEducation, Secondary.en_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineEducational Psychologyen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorGood, Thomas L.en_US
dc.identifier.proquest3090000en_US
dc.identifier.bibrecord.b44425387en_US
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