The Longitudinal Relationship Between School Belonging and Subjective Well-Being in School Among Elementary School Students

Lili Tian (), Li Zhang, E. Scott Huebner, Xiaoting Zheng and Wang Liu
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Lili Tian: South China Normal University
Li Zhang: South China Normal University
E. Scott Huebner: University of South Carolina
Xiaoting Zheng: South China Normal University
Wang Liu: South China Normal University

Applied Research in Quality of Life, 2016, vol. 11, issue 4, No 13, 1269-1285

Abstract: Abstract Situated within a positive psychology perspective, the present study explored the relationship between school belonging and subjective well-being (SWB) in school among elementary school students. In order to ensure the applicability of the Brief Adolescents’ Subjective Well-Being in School Scale (BASWBSS) to elementary school students, firstly, we provided evidence for its validity using two samples (total n = 1333) of elementary school students. Secondly, we used cross-lagged structural equation modeling techniques to evaluate the nature and directionality of relationships between school belonging and SWB in school. To test these relationships, 890 students (58.54 % male) completed a measure of school belonging and SWB in school at two time points, 6 weeks apart. The results showed that (1) BASWBSS has good applicability among elementary school students and (2) significant bidirectional relationships were found between school belonging and SWB in school. Overall, the present study provided important evidence of applicability of the BASWBSS with elementary school students and the role of school belonging in elementary school age children’s SWB in school.

Keywords: School belonging; Subjective well-being in school; Elementary school students; Relationship (search for similar items in EconPapers)
Date: 2016
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Citations: View citations in EconPapers (9)

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DOI: 10.1007/s11482-015-9436-5

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