Development of Participation in and Identification With School: Associations With Truancy

This longitudinal study covering two educational transitions examined 1,821 Finnish students’ participation in and identification with school and their associations with students’ academic achievement and truancy. The students were surveyed (a) at the end of primary school, (b) at the beginning of lower secondary school, (c) at the end of lower secondary school, and (d) in the first year of upper secondary education. In alignment with the participation-identification model, higher levels of participation in school activities at the end of primary school predicted higher levels of identification (i.e., feelings of belonging and valuing school) at the end of lower secondary school. This association was mediated by academic achievement. High levels of both participation and identification at the end of lower secondary school predicted lower levels of truancy in upper secondary education. The study indicates that promoting students’ participation and identification during comprehensive school prevents student disengagement from upper secondary education.

School identification and school burnout among high school students in faith-based schools in Malaysia.

School identification is defined as the sense of belongingness in a school, which means valuing school and school-related outcomes. Failure to identify with school relates to school withdrawal. Therefore, studies suggest that school makes the effort of increasing student identification. On the other hand, school burnout refers to students fatigue due to excessive academic demands. School burnout relates to absenteeism, low motivation, low achievement, and school dropouts. Schools should, therefore, address school burnout for the benefit of the students. This descriptive quantitative study aimed at analyzing and describing the school identification and school burnout among students of three faith-based high schools in eastern states of Malaysia—Sabah, and Sarawak. Correlation between school identification and school burnout was also investigated along with their effect size. The subjects were 230 students of Form Four and Five, who were studying in the academic year of 2019. This study employed two research instruments. School identification was measured using Identification with School Questionnaire (ISQ) which was developed by K. Voelkl. School burnout was measured using School Burnout Inventory (SBI) developed by K. Salmero-Aro, N. Kiuru, E. Leskinen, and J. Nurmi. The instruments consisted of 7 demographics and 25 Likert scale items. Questionnaires were translated into Bahasa Melayu. For the correlation, data analysis was conducted using Pearson Product Moment Correlation Coefficient (Pearson’s r). Both statistical analysis, descriptive and inferential, were processed using SPSS. The result also supports previous findings on gender differences in school burnout and school identification. Pearson r test on the data for student burnout and student identification suggest a correlation. Findings suggested a couple of pointers at the disposal of school administration to increase student’s school identification. Keywords: school burnout; school identification; faith-based, high school

Parents’ involvement, identification and alertness and their children’s functioning in school

Purpose The purpose of this paper is to examine the relationship between parents’ involvement related to their alertness of what happens in school and their identification with school and their children’s attitudes toward school, social adjustment, self-efficacy and academic achievements. Design/methodology/approach Questionnaires were answered by 339 parents and 343 students, and yielded 34 parents whose levels of identification with school and alertness were low, and 57 parents whose levels were high. 10; path analysis was used (structural equation model). The theoretical model was tested by a software AMOS 7.0. Findings Involvement characterized by low identification and alertness predicted a direct, significant and negative relationship with children’s self-efficacy; alertness predicted a direct, significant and negative relationship with self-efficacy. The group with high identification and alertness predicted a direct, significant and positive relationship of their identification with children’s self-efficacy. Research limitations/implications Further research is recommended because of the small sample in this study. In addition, especially it is recommended to add to the study parents whose identification is low and their alertness is high. Practical implications The way to solve problems is not by mutual accusations, but by trusting each other. Parents and school must create useful communication channels and forums for straightening out issues and find solution through cooperation. Originality/value This paper reveals that parents’ alienation from school is a predictor of their children’s negative functioning in school. This document is intended for school principals, educational staff and parents to improve students’ functioning.

The Effects of Zero Tolerance Policies on Black Girls: Using Critical Race Feminism and Figured Worlds to Examine School Discipline

Black girls are more likely to be suspended or expelled through exclusionary discipline than their female counterparts, but continue to be overlooked and understudied. This article presents a case for using critical race feminism and figured worlds as theoretical frameworks for examining the effects of zero tolerance policies on Black girls. We use these frameworks to explore how adults’ implementation of disciplinary policies not only affects the racial and gender identity development of Black girls, but perpetuates anti-Black discipline and represents behavioral responses to White femininity that may not align with Black girls’ femininity and identification with school.

Identification with School and Head Trauma: Parental Perceptions on Student’s Experiences

In the United States 40% of all traumatic brain injuries (TBI) are in children under the age 14 (Broque et. al 2012). This means a portion of the school age population is exposed to head injury every year. The effect this injury and experience can have on a child varies, but it is important for educators, counselors, and family to understand the psychosocial experiences that follow after TBI. Research has shown that head injury in childhood can have severe psychosocial effects if the injury is not treated, recognized, and planned for (Broque et. al 2012).This research is intended to shed light on what educators, counselors, and families can do to help children who have experienced a TBI. Previous research shows that a loss of sense of self after TBI in three categories; loss of self-knowledge, loss of self by comparison, and loss of self in the eyes of others (Nochi, 1998). This investigation suggests that identification as “disabled” can impact how students identify with their school.