![[PDF]](/pb-assets/Icons/adobe-pdf-icon-1498649896243.png){kind=icon}
Abstract
This study examined the relationships between school belonging, academic emotions, and academic achievement in Macau adolescents. A survey of 406 junior high school students in Macau was used to collect information on the extent to which these students felt accepted and respected in their schools (school belonging), the emotions they experienced in learning (academic emotions), and their grade point averages. Path analysis indicated that academic emotions mediated the relation between school belonging and academic achievement. Students with a greater sense of school belonging experienced more positive emotions (both activating and deactivating) and less negative deactivating emotions, which in turn contributed to their academic success. A sense of being rejected in school can affect academic achievement negatively through facilitating negative deactivating emotions and inhibiting positive deactivating emotions.
References
Section:
| Arbuckle, J. L. (2008). AMOS (Version 17.0) [Computer program]. Chicago, IL: SPSS. doi: 10.1002/ejsp.2060. Google Scholar | |
| Anderman, L. H. (2002) School effects on psychological outcomes during adolescence. Journal of Educational Psychology 94(4): 795–809. doi: 10.1037//0022-0663.94.4.795. Google Scholar | Crossref | ISI | |
| Anderman, L. H. (2003) Academic and social perception as predictors of change in middle school students’ sense of school belonging. Journal of Experimental Education 72(1): 5–22. doi: 10.1080/00220970309600877. Google Scholar | Crossref | ISI | |
| Baron, R. M., Kenny, D. A. (1986) The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology 51(6): 1173–1182. doi: 10.1037/0022-3514.51.6.1173. Google Scholar | Crossref | Medline | ISI | |
| Battistich, V., Solomon, D., Watson, M., Schaps, E. (1997) Caring school communities. Educational Psychologist 32(3): 137–151. doi: 10.1207/s15326985ep3203_1. Google Scholar | Crossref | ISI | |
| Bellmore, A. (2011) Peer rejection and unpopularity: Associations with GPAs across the transition to middle school. Journal of Educational Psychology 103(2): 282–295. doi: 10.1037/a0023312. Google Scholar | Crossref | ISI | |
| Bentler, P. M. (1990) Comparative fit indexes in structural models. Psychological Bulletin 107: 238–246. doi: 10.1037/0033-2909.107.2.238. Google Scholar | Crossref | Medline | ISI | |
| Bentler, P. M., Bonett, D. G. (1980) Significance tests and goodness of fit in the analysis of covariance structures. Psychological Bulletin 88: 588–606. doi: 10.1037/0033-2909.88.3.588. Google Scholar | Crossref | ISI | |
| Buhs, E. S., Ladd, G. W. (2001) Peer rejection as an antecedent of young children’s school adjustment: An examination of mediation processes. Developmental Psychology 37: 550–560. doi:10.1037/0012-1649.37.4.550. Google Scholar | Crossref | Medline | ISI | |
| Buhs, E. S., Ladd, G. W., Herald, S. L. (2006) Peer exclusion and victimization: Processes that mediate the relation between peer group and children’s classroom engagement and achievement? Journal of Educational Psychology 98: 1–13. doi: 10.1037/0022-0663.98.1.1. Google Scholar | Crossref | ISI | |
| Byrne, B. M. (2010) Structural equation modeling with AMOS: Basic Concepts, applications, and programming, (2nd ed.). New York, NY: Routledge Academic. Google Scholar | |
| Cheung, H. Y., Hui, K. F. (2003) Mainland immigrant and Hong Kong local students’ psychological sense of school membership. Asia Pacific Education Review 4(1): 67–74. doi: 10.1007/BF03025553. Google Scholar | Crossref | |
| Coie, J. D. (1990) Toward a theory of peer rejection. In: Asher, S. R., Coie, J. D. (eds) Peer rejection in childhood, Cambridge: Cambridge University Press, pp. 365–401. Google Scholar | |
| Deci, E. L., Ryan, R. M. (2000) The ‘what’ and ‘why’ of goal pursuits: Human needs and the self-determination of behavior. Psychology Inquiry 11(4): 227–268. doi: 10.1207/S15327965PLI1104_01. Google Scholar | Crossref | ISI | |
| Deci, E. L., Ryan, R. M. (2002) Handbook of self-determination research, Rochester, NY: The University of Rochester Press. Google Scholar | |
| Degelsmith, A. B. (2001) The relationship between students’ sense of belonging in school and academic outcomes (Doctoral dissertation). Available from Dissertation Abstracts International Section A: Humanities and Social Sciences 61(8A): 3049. Google Scholar | |
| Dong, Y., Yu, G.-L. (2007) Compilation and application of adolescents’ academic emotions questionnaire. Acta Psychologica Sinica 39(5): 852–860. [In Chinese]. Google Scholar | |
| Fan, X., Chen, M. (2001) Parental involvement and students’ academic achievement: A meta-analysis. Educational Psychology Review 13(1): 1–22. doi: 10.1023/A:1009048817385. Google Scholar | Crossref | ISI | |
| Finn, J. D. (1989) Withdrawing from school. Review of Educational Research 59(2): 117–142. doi: 10.3102/00346543059002117. Google Scholar | SAGE Journals | ISI | |
| Freeman, T. M., Anderman, L. H., Jensen, J. M. (2007) Sense of belonging in college freshmen at the classroom and campus levels. Journal of Experimental Education 75(3): 203–220. doi: 10.3200/JEXE.75.3.203-220. Google Scholar | Crossref | ISI | |
| Goodenow, C. (1993) The psychological sense of school membership among adolescents: Scale development and educational correlates. Psychology in the Schools 30(1): 79–80. doi: 10.1002/1520-6807(199301)30:1<79::AID-PITS2310300113>3.0.CO;2-X. Google Scholar | Crossref | ISI | |
| Goodenow, C., Grady, K. (1993) The relationship of school belonging and friends’ values to academic motivation among urban adolescent students. Journal of Experimental Education 62(1): 60–71. doi: 10.1080/00220973.1993.9943831. Google Scholar | Crossref | ISI | |
| Hatfield, E., Cacioppo, J. T., Rapson, R. L. (1994) Emotional contagion, Paris: Cambridge University Press. Google Scholar | |
| Hayes, A. F., Preacher, K. J. (2010) Quantifying and testing indirect effects in simple mediation models when the constituent paths are nonlinear. Multivariate Behavioral Research 45: 627–660. doi: 10.1080/00273171.2010.498290. Google Scholar | Crossref | Medline | ISI | |
| Hinshaw, S. P. (1992) Externalizing behavior problems and academic underachievement in childhood and adolescence. Psychological Bulletin 111(1): 127. doi: 10.1037/0033-2909.111.1.127. Google Scholar | Crossref | Medline | ISI | |
| Hu, L., Bentler, P. M. (1999) Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling 6: 1–55. doi: 10.1080/10705519909540118. Google Scholar | Crossref | ISI | |
| Kavanagh, D. J., Bower, G. H. (1985) Mood and self-efficacy: Impact of joy and sadness on perceived capabilities. Cognitive Therapy and Research 9(5): 507–525. doi: 10.1007/BF01173005. Google Scholar | Crossref | ISI | |
| Lazarus, R. S. (1993) From psychological stress to the emotions: A history of changing outlooks. Annual Review of Psychology 44: 1–21. doi: 10.1146/annurev.ps.44.020193.000245. Google Scholar | Crossref | Medline | ISI | |
| Masten, A. S., Roisman, G. I., Long, J. D., Burt, K. B., Obradovic, J., Riley (2005) Developmental cascades: Linking academic achievement and externalizing and internalizing symptoms over 20 years. Developmental Psychology 41: 733–746. doi: 10.1037/0012-1649.41.5.733. Google Scholar | Crossref | Medline | ISI | |
| McMahon, S. D., Parnes, A. L., Keys, C. B., Viola, J. J. (2008) School belonging among low-income urban youth with disabilities: Testing a theoretical model. Psychology in the Schools 45(5): 387–401. doi: 10.1002/pits.20304. Google Scholar | Crossref | ISI | |
| Newman, B. M., Lohman, B. J., Newman, P. R. (2007) Peer group membership and a sense of belonging: Their relationship to adolescent behavior problems. Adolescence 42(166): 241–263. Google Scholar | Medline | |
| Osterman, K. F. (2000) Students’ need for belonging in the school community. Review of Educational Research 70(3): 323–367. doi: 10.3102/00346543070003323. Google Scholar | SAGE Journals | ISI | |
| Pekrun, R. (2000) A social-cognitive, control-value theory of achievement emotions. In: Heckhausen, J. (ed.) Motivational psychology of human development, Oxford: Elsevier, pp. 143–163. Google Scholar | Crossref | |
| Pekrun, R. (2006) The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review 18: 315–341. doi: 10.1007/s10648-006-9029-9. Google Scholar | Crossref | ISI | |
| Pekrun, R., Elliot, A. J., Maier, M. A. (2009) Achievement goals and achievement emotions: Testing a model of their joint relations with academic performance. Journal of Educational Psychology 101(1): 115–135. doi: 10.1037/a0013383. Google Scholar | Crossref | ISI | |
| Pekrun, R., Goetz, T., Titz, W., Perry, R. (2002) Academic emotions in students’ self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist 37(2): 91–105. doi: 10.1207/S15326985EP3702_4. Google Scholar | Crossref | ISI | |
| Pekrun, R., Linnenbrink-Garcia, L. (2012) Academic emotions and student engagement. In: Christenson, S. L., Reschly, A. L., Wylie, C. (eds) Handbook of research on student engagement, New York, NY: Springer Publisher., pp. 259–282. doi: 10.1007/978-1-4614-2018-7_12. Google Scholar | Crossref | |
| Pittman, L. D., Richmond, A. (2007) Academic and psychological functioning in late adolescence: The importance of school belonging. Journal of Experimental Education 75(4): 270–290. doi: 10.3200/JEXE.75.4.270-292. Google Scholar | Crossref | ISI | |
| Preacher, K. J., Hayes, A. F. (2004) SPSS and SAS procedures for estimating indirect effects in simple mediation models. Behavior Research Method 36: 717–731. doi: 10.3758/BF03206553. Google Scholar | Crossref | ISI | |
| Resnick, M. D., Bearman, P. S., Blum, R. W., Bauman, K. E., Harris, K. M., Jones, J., Udry, J. R. (1997) Protecting adolescents from harm: Findings from the National Longitudinal Study on Adolescent Health. Journal of the American Medical Association 278(10): 823–832. doi:10.1001/jama.1997.03550100049038. Google Scholar | Crossref | Medline | ISI | |
| Roeser, R. W., Midgley, C., Urdan, T. C. (1996) Perceptions of the school psychological environment and early adolescents’ psychological and behavioral functioning in school: The mediating role of goals and belonging. Journal of Educational Psychology 88: 408–422. doi: 10.1037/0022-0663.88.3.408. Google Scholar | Crossref | ISI | |
| Sutton, R. E., Wheatley, K. F. (2003) Teachers’ emotions and teaching: A review of the literature and directions for future research. Educational Psychology Review 15: 327–358. doi: 10.1023/A:1026131715856. Google Scholar | Crossref | ISI | |
| Turner, J. C., Meyer, D. K., Midgley, C., Patrick, H. (2003) Teacher discourse and sixth graders’ reported affect and achievement behaviors in two high-mastery/high performance mathematics classrooms. Elementary School Journal 103(4): 357–382. doi: 10.1086/499731. Google Scholar | Crossref | ISI |
