Linking Hong Kong Secondary Students' School Belongingness with Pre-School Characteristics, School Experiences, and Out-of-Class Experiences   

作　　者：Aohua Ni Feng Han 

机构地区：[1]The Chinese University of Hong Kong,Hong Kong

出　　处：《教育技术与创新》2022年第1期1-13,共13页Journal of Educational Technology and Innovation

摘　　要：Framed with the model of Cashmore et al.(2011),this study examined the pattern of school belongingness of Hong Kong students with their pre-school characteristics,school experiences,and out-of-class experiences using PISA 2015 data.The total sample included 4703 Hong Kong secondary school students aged 15.Regression analysis revealed that Hong Kong secondary students9 school belongingness was predicted by pre-school characteristics,school experiences,and out-of-class experiences.Compared with two other categories of variables,out-of-class experiences had a stronger prediction in terms of peer relationships.Overall,family socioeconomic status(SES),student performance,selfmotivation,student-teacher ratio,and peer relationship were positive predictors,whereas school size was negatively predictive.In addition,the relationships of school belongingness with three categories of variables differed by immigrant status.Immigrant children had a greater sense of school belonging than local students.The findings add to the existing literature and may have implications for school administrators and teachers in relevant areas.

关 键 词：Secondary students School belongingness Hong Kong PISA 

分 类 号：G63[文化科学—教育学]