Please use this identifier to cite or link to this item:
https://hdl.handle.net/2440/136788
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Type: | Book chapter |
Title: | School belonging and student engagement: The critical overlaps, similarities, and implications for student outcomes |
Author: | Allen, K.-A. Boyle, C. |
Citation: | Handbook of Research on Student Engagement, 2022 / Reschly, A.L., Christenson, S. (ed./s), Ch.7, pp.133-154 |
Publisher: | Springer |
Publisher Place: | Berlin/Heidelberg, Germany |
Issue Date: | 2022 |
ISBN: | 9783031078538 |
Editor: | Reschly, A.L. Christenson, S. |
Statement of Responsibility: | Kelly-Ann Allen and Christopher Boyle |
Abstract: | The theoretical and empirical literature has long included belonging as central to student engagement. Some conceptualizations and approaches have suggested that a student’s sense of belonging is a central and foundational principle underpinning engagement. Engagement also contributes to a sense of belonging. Two distinct literatures have developed insights around the importance of, pathways to, and outcomes associated with each construct. This chapter narratively explores similarities and differences between belonging and student engagement, identifying areas of overlap as well as helpful distinctions, with implications for research and educational practice. Although the two are closely connected, these two friends are more effectively treated as complementary constructs, both of which are essential components for positive development in young people. |
Keywords: | Engagement; Belonging; School belonging; School; Learning; Positive youth development |
Rights: | © 2022 The Author(s), under exclusive license to Springer Nature Switzerland AG |
DOI: | 10.1007/978-3-031-07853-8_7 |
Published version: | https://www.springer.com/gp |
Appears in Collections: | Education publications |
Files in This Item:
File | Description | Size | Format | |
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hdl_136788_embargo_AM.pdf Restricted Access | Embargo ends 20 October 2024 | 1.31 MB | Adobe PDF | View/Open |
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