School Bonding in Children and Adolescents: Conceptualization, Assessment, and Associated Variables

Maddox, Samuel J.; Prinz, Ronald J.

doi:10.1023/a:1022214022478

Cited by 365Youth Development and Social SupportCrime Patterns and InterventionsEarly Childhood Education and Development

School Bonding in Children and Adolescents: Conceptualization, Assessment, and Associated Variables

Maddox, Samuel J., Prinz, Ronald J.·2003·Clinical Child and Family Psychology Review

DOI 10.1023/a:1022214022478

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Abstract

School bonding refers to the "connections" that youth have with their schools and various aspects of their academic lives. School bonding may be an important concept in prevention because it has been linked to various developmental and adjustment outcomes. This paper reviews conceptualizations, measurements, and theories of school bonding. Also considered are empirical studies that have linked school bonding to a variety of outcomes (substance use, delinquency, antisocial behavior, self-esteem). The review includes examination of how school bonding serves as a mediator in these relations and, in turn, is moderated by other variables. Despite inconsistencies in conceptualization and measurement, it is concluded that school bonding is an important construct and an appropriate target for intervention. Recommendations are offered regarding future research on school bonding, especially with respect to positive developmental outcomes and examination of variables that might moderate school bonding.

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School bonding, school relatedness, and school connectedness are negatively associated with unfavourable characteristics such as anxiety, low self-esteem, depression, substance use, delinquency, and antisocial behaviour.
“Several studies have indicated that school bonding (e.g.Maddox and Prinz 2003), school relatedness (e.g.Deci and Ryan 2000) and school connectedness (e.g.Resnick et al. 1997;Shochet et al. 2006; see also Lohmeier and Lee 2011) are negatively associated with unfavourable characteristics such as anxiety, low self-esteem, depression, substance use, delinquency, and antisocial behaviour.”
From The relationships between school belonging and students’ motivational, social-emotional, behavioural, and academic outcomes in secondary education: a meta-analytic review (2020) · cites this paper as Maddox and Prinz 2003

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Authors: Maddox, S. J., & Prinz, R. J.
Affiliations: University of South Carolina (US)
Corresponding author: Maddox, Samuel J.
ORCID: Maddox, Samuel J.
Prinz, Ronald J.
Venue: Clinical Child and Family Psychology Review
Publisher: Springer Science and Business Media LLC
Published: 2003-03
Volume: 6
Issue: 1
Pages: 31-49
ISSN: 1096-4037 (ISSN-L)
1573-2827
DOI: 10.1023/a:1022214022478
OpenAlex: W102853901
Cited by: 364
References: 80
Citations by year: 2026: 7 · 2025: 4 · 2024: 8 · 2023: 18 · 2022: 16 · 2021: 20 · 2020: 15 · 2019: 16 · 2018: 24 · 2017: 22 · 2016: 19 · 2015: 28 · 2014: 23 · 2013: 24 · 2012: 24
FWCI: 4.38
Type: journal article
Language: en
Open access: closed
Licence: www.springernature.com/gp/researchers/text-and-data-mining (tdm)
www.springernature.com/gp/researchers/text-and-data-mining (vor)
Locations: Clinical Child and Family Psychology Review (publishedVersion)
PubMed (publishedVersion)
Topics: Social Sciences › Safety Research › Youth Development and Social Support
Social Sciences › Sociology and Political Science › Crime Patterns and Interventions
Social Sciences › Education › Early Childhood Education and Development
Keywords: school connectedness, adolescents, children, substance use, delinquency, antisocial behavior, self-esteem, mediation, moderation, prevention, developmental outcomes
MeSH terms: Adolescent, Adolescent Behavior, Child, Child Behavior, Female, Humans, Interpersonal Relations, Male, Object Attachment, Psychological Theory, Surveys and Questionnaires, Schools, Social Adjustment

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School Bonding in Children and Adolescents: Conceptualization, Assessment, and Associated Variables

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