Teacher connection and student perspective-taking and their association with school belonging among adolescents in 62 countries

References

• Ahmadi, S., Hassani, M., & Ahmadi, F. (2020). Student- and school-level factors related to school belongingness among high school students. International Journal of Adolescence and Youth, 25(1), 741–458. https://doi.org/10.1080/02673843.2020.1730200
   Web of Science ®Google Scholar
• Akiva, T., Li, J., Martin, K. M., Horner, C. G., & McNamara, A. R. (2017). Simple interactions: Piloting a strengths-based and interaction-based professional development intervention for out-of-school time programs. Child & Youth Care Forum, 46(3), 285–305. https://doi.org/10.1007/s10566-016-9375-9
   Web of Science ®Google Scholar
• Akiva, T., & Robinson, K. H. (Eds.). (2022). It takes an ecosystem: Understanding the people, places, and possibilities of learning and development across settings. Information Age Publishing.
   Google Scholar
• Allen, K.-A., Cordoba, B. G., Parks, A., & Arslan, G. (2022). Does socioeconomic status moderate the relationship between school belonging and school-related factors in Australia? Child Indicators Research, 15(5), 1741–1759. https://doi.org/10.1007/s12187-022-09927-3
   Web of Science ®Google Scholar
• Allen, K.-A., Kern, M. L., Vella-Brodrick, D., Hattie, J., & Waters, L. (2018). What schools need to know about fostering school belonging: A meta-analysis. Educational Psychology Review, 30(1), 1–34. https://doi.org/10.1007/s10648-016-9389-8
   Web of Science ®Google Scholar
• Bakchich, J., Carré, A., Claes, N., & Smeding, A. (2022). The moderating role of socioeconomic status on the relationship between teacher social support and sense of belonging to school. British Journal of Educational Psychology, 93(1), 153–166. https://doi.org/10.1111/bjep.12545
   PubMed Web of Science ®Google Scholar
• Barnett, M. A. (1987). Empathy and related responses in children. In N. Eisenberg & J. Strayer (Eds.), Empathy and its development (pp. 146–162). Cambridge University Press.
   Google Scholar
• Bauer, J. J. (2008). How the ego quiets as it grows: Ego development, growth stories, and eudaimonic personality development. In H. A. Wayment & J. J. Bauer (Eds.), Transcending self-interest: Psychological explorations of the quiet ego (pp. 199–210). American Psychological Association.
   Google Scholar
• Bauer, J. J., & Wayment, H. A. (2008). The psychology of the quiet ego. In H. A. Wayment & J. J. Bauer (Eds.), Transcending self-interest: Psychological explorations of the quiet ego (pp. 7–19). American Psychological Association.
   Google Scholar
• Baumeister, R. F., & Leary, M. R. (1995). The need to belong: Desire for interpersonal attachments as a fundamental human motivation. Psychological Bulletin, 117(3), 497–529. https://doi.org/10.1037/0033-2909.117.3.497
   PubMed Web of Science ®Google Scholar
• Boele, S., Van der Graaff, J., De Wied, M., Van der Valk, I. E., Crocetti, E., & Branje, S. (2019). Linking parent–child and peer relationship quality to empathy in adolescence: A multilevel meta-analysis. Journal of Youth and Adolescence, 48(6), 1033–1055. https://doi.org/10.1007/s10964-019-00993-5
   PubMed Web of Science ®Google Scholar
• Brooks, S. K., Webster, R. K., Smith, L. E., Woodland, L., Wessely, S., Greenberg, N., & Rubin, G. J. (2020). The psychological impact of quarantine and how to reduce it: Rapid review of the evidence. Lancet, 395(10227), 912–920. https://doi.org/10.1016/S0140-6736(20)30460-8
   PubMed Web of Science ®Google Scholar
• Centers for Disease Control and Prevention. (2009). School Connectedness: Strategies for Increasing Protective Factors Among Youth. https://files.eric.ed.gov/fulltext/ED511993.pdf
   Google Scholar
• Chhuon, V., & Wallace, T. L. (2014). Creating connectedness through being known: Fulfilling the need to belong in U.S. high schools. Youth & Society, 46(3), 379–401. https://doi.org/10.1177/0044118X11436188
   Web of Science ®Google Scholar
• Chiu, M. M., Chow, B. W.-Y., McBride, C., & Mol, S. T. (2015). Students’ sense of belonging at school in 41 countries: Cross-cultural variability. Journal of Cross-Cultural Psychology, 47(2), 175–196. https://doi.org/10.1177/0022022115617031
   Web of Science ®Google Scholar
• Cortina, K. S., Arel, S., & Smith-Darden, J. P. (2017). School belonging in different cultures: The effects of individualism and power distance. Frontiers in Education, 2. https://doi.org/10.3389/feduc.2017.00056
   Google Scholar
• Crone, E. A., & Fuligni, A. J. (2020). Self and others in adolescence. Annual Review of Psychology, 71(1), 447–469. https://doi.org/10.1146/annurev-psych-010419-050937
   PubMed Web of Science ®Google Scholar
• Davis, M. H. (1983). Measuring individual differences in empathy: Evidence for a multidimensional approach. Journal of Personality and Social Psychology, 44(1), 113–126. https://doi.org/10.1037/0022-3514.44.1.113
   Web of Science ®Google Scholar
• Dunbar, R. I. (2018). The anatomy of friendship. Trends in Cognitive Sciences, 22(1), 32–51. https://doi.org/10.1016/j.tics.2017.10.004
   PubMed Web of Science ®Google Scholar
• Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta‐analysis of school‐based universal interventions. Child Development, 82(1), 405–432. https://doi.org/10.1111/j.1467-8624.2010.01564.x
   PubMed Web of Science ®Google Scholar
• Farrell, A. H., Vitoroulis, I., Eriksson, M., & Vaillancourt, T. (2023). Loneliness and well-being in children and adolescents during the COVID-19 pandemic: A systematic review. Children, 10(2), 279. https://doi.org/10.3390/children10020279
   PubMedGoogle Scholar
• Frydenberg, E., Care, E., Chan, E., & Freeman, E. (2009). Interrelationships between coping, school connectedness and wellbeing Erica Frydenberg. Australian Journal of Education, 53(3), 261–276. https://doi.org/10.1177/000494410905300305
   Web of Science ®Google Scholar
• Fuligni, A. J. (2019). The need to contribute during adolescence. Perspectives on Psychological Science, 14(3), 331–343. https://doi.org/10.1177/1745691618805437
   Web of Science ®Google Scholar
• García-Moya, I. (2020). The importance of connectedness in student-teacher relationships: Insights from the teacher connectedness project. Palgrave Pivot. https://doi.org/10.1007/978-3-030-43446-5
   Google Scholar
• Goodenow, C., & Grady, K. E. (1993). The relationship of school belonging and friends’ values to academic motivation among urban adolescent students. The Journal of Experimental Education, 62(1), 60–71. https://doi.org/10.1080/00220973.1993.9943831
   Web of Science ®Google Scholar
• Graham, J. W., Olchowski, A. E., & Gilreath, T. D. (2007). How many imputations are really needed? Some practical clarifications of multiple imputation theory. Prevention Science, 8(3), 206–213. https://doi.org/10.1007/s11121-007-0070-9
   PubMed Web of Science ®Google Scholar
• Hollarek, M., & Lee, N. C. (2022). Current understanding of developmental changes in adolescent perspective taking. Current Opinion in Psychology, 45, 45. https://doi.org/10.1016/j.copsyc.2022.101308
   Web of Science ®Google Scholar
• Kiefer, S. M., & Pennington, S. (2017). Associations of teacher autonomy support and structure with young adolescents’ motivation, engagement, belonging, and achievement. Middle Grades Research Journal, 11(1), 29–46 .
   Google Scholar
• Kincade, L., Cook, C., & Goerdt, A. (2020). Meta-analysis and common practice elements of universal approaches to improving student-teacher relationships. Review of Educational Research, 90(5), 710–748. https://doi.org/10.3102/0034654320946836
   Web of Science ®Google Scholar
• Knol, M. J., van der Tweel, I., Grobbee, D. E., Numans, M. E., & Geerlings, M. I. (2007). Estimating interaction on an additive scale between continuous determinants in a logistic regression model. International Journal of Epidemiology, 36(5), 1111–1118. 10.1093/ije/dym157
   PubMed Web of Science ®Google Scholar
• Korpershoek, H., Canrinus, E. T., Fokkens-Bruinsma, M., & de Boer, H. (2020). The relationships between school belonging and students’ motivational, social-emotional, behavioural, and academic outcomes in secondary education: A meta-analytic review. Research Papers in Education, 35(6), 641–680. https://doi.org/10.1080/02671522.2019.1615116
   Web of Science ®Google Scholar
• Leary, M. R. (2021). The need to belong, the sociometer, and the pursuit of relational value: Unfinished business. Self and Identity, 20(1), 126–143. https://doi.org/10.1080/15298868.2020.1779120
   Web of Science ®Google Scholar
• Li, J., & Julian, M. M. (2012). Developmental relationships as the active ingredient: A unifying working hypothesis of “what works” across intervention settings. American Journal of Orthopsychiatry, 82(2), 157–166. https://doi.org/10.1111/j.1939-0025.2012.01151.x
   PubMed Web of Science ®Google Scholar
• Longobardi, C., Morese, R., & Fabris, M. A. (2020). COVID-19 emergency: Social distancing and social exclusion as risks for suicide ideation and attempts in adolescents. Frontiers in Psychology, 11, 11. https://doi.org/10.3389/fpsyg.2020.551113
   PubMed Web of Science ®Google Scholar
• OECD. (n.d.-a). PISA 2018 technical report. https://www.oecd.org/pisa/data/pisa2018technicalreport/
   Google Scholar
• OECD. (n.d.-b). PISA 2018 technical report: Chapter 1: Programme for international student assessment - an overview. https://www.oecd.org/pisa/data/pisa2018technicalreport/PISA2018-TecReport-Ch-01-Programme-for-International-Student-Assessment-An-Overview.pdf
   Google Scholar
• OECD. (n.d.-c). PISA 2018 technical report: Chapter 8: Survey weighting and the calculation of sampling variance. https://www.oecd.org/pisa/data/pisa2018technicalreport/PISA2018%20TecReport-Ch-08-Survey-Weights.pdf
   Google Scholar
• OECD. (n.d.-d). PISA 2018 technical report: Chapter 16: Scaling procedures and construct validation of context questionnaire data. https://www.oecd.org/pisa/data/pisa2018technicalreport/PISA2018_Technical-Report-Chapter-16-Background-Questionnaires.pdf
   Google Scholar
• OECD. (2019). PISA 2018 Results (Volume III): What School Life Means for students’ Lives. https://www.oecd.org/publications/pisa-2018-results-volume-iii-acd78851-en.htm
   Google Scholar
• OECD. (2020). PISA 2018 Results (Volume VI): Are Students Ready to Thrive in an Interconnected World? https://www.oecd.org/pisa/publications/pisa-2018-results-volume-vi-d5f68679-en.htm
   Google Scholar
• Pekel, K. (2017). Getting Relationships Right: 55 Leaders Discuss What It Will Take to Create Schools and Youth Programs Where Developmental Relationships Thrive. https://www.search-institute.org/wp-content/uploads/2017/12/2017-Pekel-GettingRelationshipsRight.pdf
   Google Scholar
• PISA. (2017). Student Questionnaire for PISA 2018. https://www.oecd.org/pisa/data/2018database/CY7_201710_QST_MS_STQ_NoNotes_final.pdf
   Google Scholar
• Racine, N., McArthur, B. A., Cooke, J. E., Eirich, R., Zhu, J., & Madigan, S. (2021). Global prevalence of depressive and anxiety symptoms in children and adolescents during COVID-19: A meta-analysis. JAMA Pediatrics, 175(11), 1142–1150. https://doi.org/10.1001/jamapediatrics.2021.2482
   PubMed Web of Science ®Google Scholar
• Raghunathan, T. E., Lepkowski, J. M., Van Hoewyk, J., & Solenberger, P. (2001). A multivariate technique for multiply imputing missing values using a sequence of regression models. Survey Methodology, 27(1), 85–95.
   Google Scholar
• Roorda, D. L., Jak, S., Zee, M., Oort, F. J., Koomen, H. M., & Dowdy, E. (2017). Affective teacher–student relationships and students’ engagement and achievement: A meta-analytic update and test of the mediating role of engagement. School Psychology Review, 46(3), 239–261. https://doi.org/10.17105/SPR-2017-0035.V46-3
   Web of Science ®Google Scholar
• Rose, I. D., Lesesne, C. A., Sun, J., Johns, M. M., Zhang, X., & Hertz, M. (2022). The relationship of school connectedness to adolescents’ engagement in co-occurring health risks: A meta-analytic review. The Journal of School Nursing, 10598405221096802, 105984052210968. https://doi.org/10.1177/10598405221096802
   Web of Science ®Google Scholar
• Saroughi, M., & Cheema, J. (2022). Mediating effect of sense of belonging on the relationship between teacher support and science literacy: Evidence from lebanon. Current Psychology. https://doi.org/10.1007/s12144-022-02803-x
   Web of Science ®Google Scholar
• Scales, P. C., Roehlkepartain, E. C., & Houltberg, B. J. (2022). The Elements of Developmental Relationships: A Review of Selected Research Underlying the Framework. https://www.search-institute.org/wp-content/uploads/2022/09/ElementsofDevelopmentalRelationships-FINAL.pdf
   Google Scholar
• Scales, P. C., Van Boekel, M., Pekel, K., Syvertsen, A. K., & Roehlkepartain, E. C. (2020). Effects of developmental relationships with teachers on middle‐school students’ motivation and performance. Psychology in the Schools, 57(4), 646–677. https://doi.org/10.1002/pits.22350
   Web of Science ®Google Scholar
• Search Institute. (2021). Developmental relationships help young people thrive. https://info.searchinstitute.org/developmental-relationships-help-young-people-thrive
   Google Scholar
• Shochet, I. M., Dadds, M. R., Ham, D., & Montague, R. (2006). School connectedness is an underemphasized parameter in adolescent mental health: Results of a community prediction study. Journal of Clinical Child & Adolescent Psychology, 35(2), 170–179. https://doi.org/10.1207/s15374424jccp3502_1
   PubMed Web of Science ®Google Scholar
• Sirin, S. R., & Rogers-Sirin, L. (2004). Exploring school engagement of middle-class African American adolescents. Youth & Society, 35(3), 323–340. https://doi.org/10.1177/0044118X03255006
   Web of Science ®Google Scholar
• Smith, R. L., & Rose, A. J. (2011). The “cost of caring” in youths’ friendships: Considering associations among social perspective taking, co-rumination, and empathetic distress. Developmental Psychology, 47(6), 1792–1803. https://doi.org/10.1037/a0025309
   PubMed Web of Science ®Google Scholar
• Spilt, J. L., & Koomen, H. M. Y. (2022). Three decades of research on individual teacher-child relationships: A chronological review of prominent attachment-based themes. Frontiers in Education, 7, 7. https://doi.org/10.3389/feduc.2022.920985
   Google Scholar
• Taylor, R. D., Oberle, E., Durlak, J. A., & Weissberg, R. P. (2017). Promoting positive youth development through school‐based social and emotional learning interventions: A meta‐analysis of follow‐up effects. Child Development, 88(4), 1156–1171. https://doi.org/10.1111/cdev.12864
   PubMed Web of Science ®Google Scholar
• Twenge, J. M., Haidt, J., Blake, A. B., McAllister, C., Lemon, H., & Le Roy, A. (2021). Worldwide increases in adolescent loneliness. Journal of Adolescence, 93(1), 257–269. https://doi.org/10.1016/j.adolescence.2021.06.006
   PubMed Web of Science ®Google Scholar
• Veldin, M., & Kozina, A. (2022). Adolescents’ sense of belonging at school: The role of empathy and individual characteristics. Psychological Applications and Trends, 173–175. https://doi.org/10.36315/2022inpact041
   Google Scholar
• Wang, M.-T., & Degol, J. L. (2016). School climate: A review of the construct, measurement, and impact on student outcomes. Educational Psychology Review, 28(2), 315–352. https://doi.org/10.1007/s10648-015-9319-1
   Web of Science ®Google Scholar
• Waters, S., Cross, D., & Shaw, T. (2010). Does the nature of schools matter? An exploration of selected school ecology factors on adolescent perceptions of school connectedness. British Journal of Educational Psychology, 80(3), 381–402. https://doi.org/10.1348/000709909X484479
   PubMed Web of Science ®Google Scholar
• Wentzel, K. R. (2016). Teacher-student relationships. In K. R. Wentzel & D. B. Miele (Eds.), Handbook of motivation at school (2nd ed, pp. 211–229). Routledge. https://doi.org/10.4324/9781315773384
   Google Scholar
• Whitaker, R. C., Herman, A. N., & Dearth‐Wesley, T. (2022). Relational health as a pathway from trauma to flourishing in school communities. Journal of School Health, 93(7), 628–637. https://doi.org/10.1111/josh.13282
   PubMed Web of Science ®Google Scholar
• Whitehead, J., Schonert-Reichl, K. A., Oberle, E., & Boyd, L. (2021). Development and validation of a measure to assess early adolescents’ perceptions of caring student-teacher relationships. Frontiers in Education, 6, 6. https://doi.org/10.3389/feduc.2021.695298
   Google Scholar
• Wolf, K., & Schmitz, J. (2023). Scoping review: Longitudinal effects of the COVID-19 pandemic on child and adolescent mental health. European Child & Adolescent Psychiatry. https://doi.org/10.1007/s00787-023-02206-8
   Web of Science ®Google Scholar
• Wong, T. K. Y., Konishi, C., & Tao, L. (2019). A social-emotional pathway to promoting math self-concept: The moderating role of sex. Educational Psychology, 39(9), 1119–1135. https://doi.org/10.1080/01443410.2019.1621994
   Web of Science ®Google Scholar
• Wong, T. K. Y., Parent, A.-M., & Konishi, C. (2019). Feeling connected: The roles of student-teacher relationships and sense of school belonging on future orientation. International Journal of Educational Research, 94, 150–157. https://doi.org/10.1016/j.ijer.2019.01.008
   Web of Science ®Google Scholar
• Zimmer-Gembeck, M. J., Chipuer, H. M., Hanisch, M., Creed, P. A., & McGregor, L. (2006). Relationships at school and stage-environment fit as resources for adolescent engagement and achievement. Journal of Adolescence, 29(6), 911–933. https://doi.org/10.1016/j.adolescence.2006.04.008
   PubMed Web of Science ®Google Scholar