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A descriptive survey sample of 770 eighth graders from 15 public and private secondary schools with varying socioeconomic levels was analyzed using the Brief Scale for Adolescents’ Subjective Well-Being in School and the Scale for Sense of Belonging to School. Results show both constructs are high, with a relationship between them and higher belonging among girls, higher outcomes for higher socioeconomic status and higher academic achievement, and greater parental interest benefits.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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statistics.",{"name":70,"@type":61,"acceptedAnswer":71},"What key findings were reported?",{"text":72,"@type":64},"Students showed high levels of school belonging and subjective well-being, there was a relationship between the two, belonging differed in favor of girls, and both variables were higher for students with higher socioeconomic status, higher achievement, and higher perceived parental interest.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},596155,1792162415,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & 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Belonging, Subjective Well-being, and Academic Achievement  \nRuken AKAR VURAL *, Burcu DÖNMEZ**, Hasret GÜVEN***and Kerim GÜNDOĞDU****  \nAbstract  \nThe purpose of this study was to determine levels of eighth graders’ ‘sense of belonging to school’and ‘subjective well-being in school’, and to reveal whether these variables show differences according to different variables. The sample of the descriptive survey study consisted of 770 eighth graders attending 15 public and private secondary schools with different socioeconomic levels. ‘Brief Scale for Adolescents’Subjective Well-Being in School’ and the ‘Scale for Sense of Belonging to School’ were used to collect data. Descriptive and predictive statistics were employed in data analyses. The findings obtained in the study reveal that the students’ sense of belonging to school and subjective well-being in school were at high levels, that there was a relationship between the students’ subjective well-being in school and their sense of belonging to school, and that the students’ sense of belonging differed in favor of girls. Furthermore, it was concluded that students’ sense of belonging to school and subjective well-being differed in favor of students with a high socioeconomic status, and of students who had high levels of achievement according to their grade levels. Moreover, it was revealed that students with high levels of perceived parental interest had higher levels of ‘sense of belonging to school’ and ‘subjective wellbeing in school’ than students with low levels of perceived parental interest.It is expected that the data obtained from the study will contribute to the literature and shed light on future studies.  \nKeywords: Sense of belonging to school, subjective well-being in school, secondary school  \n*  \nProf. Dr. Aydın Adnan Menderes University, Turkey. Email: [rakarvural@gmail.com](rakarvural@gmail.com)  \n**  \nPhD Student, Aydın Adnan Menderes University, [Turkey. Email: burcugdonmez@gmail.com](Turkey. Email: burcugdonmez@gmail.com)  \n***  \nPhD Student, Aydın Adnan Menderes University, [Turkey. Email: hasretguven82@gmail.com](Turkey. Email: hasretguven82@gmail.com)  \n****  \nProf. Dr.Aydın Adnan Menderes University, Turkey. Email: [gundogduk@gmail.com](gundogduk@gmail.com)  \nIntroduction  \nThe concept of school expresses a complex social organization in which many different components form a spiral, rather than a linear, structure. Basic expectations of parents, asan important member of this institution, is their children’ success and happiness at school. Undoubtedly, supporting subjective well-being in school, especially for adolescents, isnot an easy task, since they are not only at a critical stage in their development, but they are also faced with a national exam that needs high standards to achieve. Sarason (1997) expresses the concept of well-being: “Wellness is an individual phenomenon, but it is always embedded in an interpersonal, social-familial, or institutional context.” Similarly, Noddings (2003) emphasizes that education and happiness are completely nested concepts, that happiness should be one of the aims of education, and that, moreover, the educational institution should make a significant contribution both to individual happiness and to the collective happiness of the school. Roeser, Eccles, and Strobel (1998) state that conditions for educational and mental health need to be provided so that children can display better school performance. Happiness at school is highly correlated with school engagement and sense of belonging to school. Anderman (2003) states that it is important for a student to feel emotional engagement to school and defines the sense of belonging to school as a student’s perception of the social context of the school, his/her own place in the school, respect given to his/her presence at school and his/her feeling safe at school.  \nSharma and Malhotra (2010) argue that sense o","cbCaimEEKavoXYLc","https://ap.wps.com/l/cbCaimEEKavoXYLc","pdf",349210,24,"English","# Introduction\n## Research Aim and Questions","[{\"question\":\"What was the purpose of the study?\",\"answer\":\"To determine eighth graders’ sense of belonging to school and subjective well-being in school, and to examine whether these variables differ by factors such as gender, socioeconomic status, school type, and academic achievement.\"},{\"question\":\"How were the data collected?\",\"answer\":\"Data were collected from 770 eighth graders using the Brief Scale for Adolescents’ Subjective Well-Being in School and the Scale for Sense of Belonging to School, then analyzed with descriptive and predictive statistics.\"},{\"question\":\"What key findings were reported?\",\"answer\":\"Students showed high levels of school belonging and subjective well-being, there was a relationship between the two, belonging differed in favor of girls, and both variables were higher for students with higher socioeconomic status, higher achievement, and higher perceived parental interest.\"}]","A Cross Sectional Study of Eighth Graders’ Sense of School Belonging, Subjective Well-being, and Academic Achievement | PDF",1792082544]