| FIGURES | ||
| 4.1. | Adult support – interaction between sports and clubs | 53 |
| 4.2. | School connectedness – interaction of sports and arts | 54 |
| 4.3. | School connectedness – interaction of sports and clubs | 54 |
| 4.4. | School connectedness – interaction of clubs and arts | 55 |
| 6.1. | A child running on an oval | 90 |
| 6.2. | Inside an art room | 90 |
| 6.3. | A playground | 91 |
| 6.4. | A friend sitting on some play equipment | 92 |
| 6.5. | Two friends sitting together | 92 |
| 6.6. | A classroom teacher | 93 |
| 6.7. | Someplayequipmentnearan“outofbounds”area | 94 |
| 6.8. | A friend sitting near some play equipment | 94 |
| 6.9. | A classroom activity for learning English | 95 |
| 6.10. | Inside a library | 96 |
| 6.11. | A UNHCR poster on the door to a library | 97 |
| 6.12. | A World Refugee Day poster on the door to a classroom | 97 |
| 6.13. | A flower planted during a gardening activity | 98 |
| 7.1. | Unstandardised regression coefficients for the relationship between family functioning, sense of mastery as partially mediated by school connectedness. The unstandardised regression coefficient between family functioning and sense of mastery, controlling for school connectedness is in parentheses | 117 |
| 7.2. | Unstandardised regression coefficients for the relationship between family functioning, sense of mastery as partially mediated by school connectedness. The unstandardised regression coefficient between family functioning and sense of mastery, controlling for school connectedness is in parentheses | 118 |
| 10.1. | T-values of students with Additional Support Needs (ASN) and of their classmates regarding academic self-concept at T1 | 178 |
| 10.2. | T-values of students with Additional Support Needs (ASN) and of their classmates regarding academic self-concept at T2 | 178 |
| 10.3. | T-values of students with Additional Support Needs (ASN) and of their classmates regarding achievement motivation at T1 | 182 |
| 10.4. | T-values of students with Additional Support Needs (ASN) and of their classmates regarding achievement motivation at T2. LG = Learning Goals, ApAG = Approximation Achievement Goals, AvAG = Avoidance Achievement Goals, WA = Work Avoidance |
182 |
| 11.1. | The socio-ecological framework of school belonging | 194 |
| TABLES | ||
| 3.1. | Study participants by method of data collection | 31 |
| 3.2. | Results of a priori power analysis for sample size | 32 |
| 3.3. | Means, standard deviations, and correlations for independent variables | 36 |
| 3.4. | Results of ANOVA | 37 |
| 4.1. | Main effects and interactions | 52 |
| 5.1. | Mean school belonging (school satisfaction scale) item scores for complete mental health groups at time 1 | 73 |
| 5.2. | Variable descriptive statistics and correlations among study variables | 74 |
| 7.1. | Index of Community Socio-Educational Advantage (ICSEA) in each location | 114 |
| 7.2. | Mean, standard deviation and ranges of the study variables | 115 |
| 7.3. | Correlations between variables | 116 |
| 7.4. | Standard multiple regression of FAD components on mastery | 119 |
| 7.5. | Regional comparisons | 120 |
| 10.1. | Sociodemographic characteristics of the assessed sample and comparison groups (T1 and T2) | 175 |
| 10.2. | Pre-post-comparison of academic self-concept of students with additional support needs from T1 to T2 (n=33) | 176 |
| 10.3. | Comparison between students with additional support needs and their classmates regarding academic self-concept at T1 and T2 | 177 |
| 10.4. | Pre-post-comparison of achievement motivation of students with additional support needs between T1 and T2 (n=33) | 180 |
| 10.5. | Comparison between students with additional support needs and their classmates regarding their achievement motivation at T1 and T2 | 181 |
| 11.1. | Individual level practices associated with socio-ecological framework of school belonging | 197 |
| 11.2. | Microsystem level practices associated with socio-ecological framework of school belonging | 203 |
| 11.3. | Mesosystem level practices associated with socio-ecological framework of school belonging | 207 |
List of Figures and Tables
in Pathways to Belonging
Herausgeber:innen:
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Kelly-Ann Allen
Kelly-Ann Allen
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Christopher Boyle
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