CoChat
Sign Up
Cited by 75Educational Environments and Student OutcomesEarly Childhood Education and DevelopmentHigher Education Research Studies

Students’ Sense of Belonging in Technical/Vocational Schools versus Academic Schools: The Mediating Role of Faculty Trust in Students

Van Houtte, Mieke, Van Maele, Dimitri·2012·Teachers College Record: The Voice of Scholarship in Education
DOI 10.1177/016146811211400706
Open this paper in CoChat — free account

Abstract

Background Since the late 1960s, research has demonstrated repeatedly that students in lower tracks achieve less as they develop an antischool culture to overcome the status deprivation resulting from being in a lower track. In quantitative large-scale research, this anti-school culture is usually assessed using poor academic attitudes or study disengagement because antischool norms disengage students from the learning process. The extent to which students in different tracks feel embedded in their school communities—their sense of school belonging—has rarely been examined, although academic engagement and sense of belonging are related to each other and to achievement. Objective This article examines students’ sense of belonging in secondary schools that offer different tracks, and the role played by the faculty's trust in the students. Participants The study is based on data from 3,475 students and 754 teachers in 28 technical/vocational schools and 3,376 students and 461 teachers in 22 academic schools in Flanders, the northern, Dutch-speaking part of Belgium. Research Design Use is made of (stepwise) multilevel analyses (HLM6). Results The analyses show that students in technical/vocational schools have a significant lower sense of belonging than students in academic schools. This association disappears if we take into account faculty trust in students. The association between school type and perceived teacher support, a subdimension of the sense of belonging, is not medi…

Integrity signals

Registry

Crossref · 10.1177/016146811211400706

Cites

104 of 104 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Claims the paper makes

This paper’s full text isn’t openly available, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Cites

Flagged first, then by citations

Cited by

Sorted by citations

Related

Authors
Van Houtte, M., & Van Maele, D.
Affiliations
Ghent University
Venue
Teachers College Record: The Voice of Scholarship in Education
Publisher
SAGE Publications
Published
2012-07
Volume
114
Issue
7
Pages
1-36
ISSN
  • 0040-0475 (ISSN-L)
  • 0161-4681
  • 1467-9620
DOI
10.1177/016146811211400706
OpenAlex
W261438289
Cited by
75
References
104
Citations by year
2026: 1 · 2025: 4 · 2024: 6 · 2023: 7 · 2022: 7 · 2021: 6 · 2020: 6 · 2019: 10 · 2018: 4 · 2017: 5 · 2016: 3 · 2015: 5 · 2014: 6 · 2013: 1 · 2012: 4
FWCI
24.89
Type
journal article
Language
en
Open access
closed
Licence
journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations
Teachers College Record The Voice of Scholarship in Education (publishedVersion)
Topics
  • Social Sciences › Education › Educational Environments and Student Outcomes
  • Social Sciences › Education › Early Childhood Education and Development
  • Social Sciences › Education › Higher Education Research Studies
Keywords
sense of belonging, vocational technical schools, academic schools, educational tracking, perceived teacher support, social integration, school connectedness, school type differences, Flanders

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review