Sense of school belonging among Irish primary school children: relationships to academic motivation and self-concept

No Thumbnail Available
Authors
English, Anna
Issue Date
2014
Degree
Higher Diploma in Arts in Psychology
Publisher
Dublin Business School
Rights
Items in Esource are protected by copyright. Previously published items are made available in accordance with the copyright policy of the publisher/copyright holder
Abstract
The purpose of this study was to examine the relationship between sense of school belonging, academic motivation and self-concept among a sample of 236 Irish primary school children. This study was based on a cross-sectional, quantitative design. Relationships between the variables were measured using self-report questionnaires measuring students’ psychological sense of school membership, general self-concept, and patterns of adaptive learning and motivation. Analyses indicate that pupils high in school belonging were also high in self-concept. Positive correlations were found between both sense of school belonging and self-concept and mastery goal orientation. Negative associations were found between scepticism about the relevance of school for future success and both self-concept and sense of school belonging. Further research suggestions are included, along with limitations of the current study.
Collections