School effects on psychological outcomes during adolescence.
Abstract
Data from the National Longitudinal Study of Adolescent Health were used to examine school-level differences in the relations between school belonging and various outcomes. In Study 1, predictors of belonging were examined. Results indicated that belonging was lower in urban schools than in suburban schools, and lower in schools that used busing practices than those that did not. In Study 2, the relations between belonging and psychological outcomes were examined. The relations varied depending on the unit of analysis (individual vs. aggregated measures of belonging). Whereas individual students’ perceptions of belonging were inversely related to depression, social rejection, and school problems, aggregated belonging was related to greater reports of social rejection and school problems and to higher grade point average. Research on school-level differences during adolescence often has focused on nonpsychological outcomes, such as academic achievement and behavioral issues, instead of on psychological outcomes (Roeser, 1998). Indeed, research on school-level differences in nonacademic variables is quite rare. The purpose of the present research was to examine school-level differences in a variety of psychological outcomes, using a large nationally representative sample of adolescents.
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Students with higher SOBAS generally have fewer psychological health and social problems, specifically lower rates of delinquency, reduced social rejection from peers, lower depression, fewer incidences of dropping out of school, and less use of illicit drugs.
“Also, students with higher SOBAS generally have fewer psychological health and social problems, specifically lower rates of delinquency, reduced social rejection from peers, lower depression, fewer incidences of dropping out of school, and less use of illicit drugs (E. M. Anderman, 2002; Finn, 1989).”
From Students’ Sense of Belonging at School in 41 Countries: Cross-Cultural Variability (2016) · cites this paper as E. M. Anderman, 2002
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- Authors
- Anderman, E. M.
- Affiliations
- University of Kentucky (US)
- Corresponding author
- Anderman, Eric M.
- ORCID
- Anderman, Eric M.
- Venue
- Journal of Educational Psychology
- Published
- 2002-12
- Volume
- 94
- Issue
- 4
- Pages
- 795-809
- ISSN
- 0022-0663 (ISSN-L)
- 1939-2176
- OpenAlex
- W2017039321
- Cited by
- 824
- References
- 3
- Citations by year
- 2026: 20 · 2025: 25 · 2024: 30 · 2023: 53 · 2022: 47 · 2021: 45 · 2020: 64 · 2019: 62 · 2018: 43 · 2017: 35 · 2016: 43 · 2015: 50 · 2014: 46 · 2013: 37 · 2012: 46
- FWCI
- 30.44
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Educational Psychology (publishedVersion)
- Topics
- Social Sciences › Education › Early Childhood Education and Development
- Social Sciences › Sociology and Political Science › Psychosocial Factors Impacting Youth
- Social Sciences › Safety Research › Youth Development and Social Support
- Keywords
- school belonging, school influence, depression, social rejection, school problems, grade point average, busing, school level differences, adolescent mental health
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