References
- Allen, K. (2020). The psychology of belonging. Routledge.
- Allen, K., Kern, M. L., Vella-Brodrick, D., Hattie, J., & Waters, L. (2016). What schools need to know about fostering school belonging: A meta-analysis. Educational Psychology Review, 30(1), 1–34. https://doi.org/https://doi.org/10.1007/s10648-016-9389-8
- Anderman, L. H., & Anderman, E. M. (1999). Social predictors of changes in students’ achievement goal orientations. Contemporary Educational Psychology, 24(1), 21–37. https://doi.org/https://doi.org/10.1006/ceps.1998.0978
- Arslan, G., & Allen, K. (2020). Complete mental health in elementary school children: Understanding youth school functioning and adjustment. Current Psychology. Advance online publication. https://doi.org/https://doi.org/10.1080/13548506.2021.1876892
- Berry, W. D., & Feldman, S. (1985). Multiple regression in practice: Quantitative applications in the social sciences. Sage. https://doi.org/https://doi.org/10.4135/9781412985208
- Booker, K. C. (2004). Exploring school belonging and academic achievement in African American adolescents. Curriculum and Teaching Dialogue, 6(2), 131–143. https://www.proquest.com/openview/aa3847f361bb1af930619548812b5cb5/1?pq-origsite=gscholar&cbl=29703
- Bowlby, J. (1969). Attachment and loss. Basic Books.
- Brown, C. A., & Tam, M. (2019). Ethnic discrimination predicting academic attitudes for Latinx students in middle childhood. Journal of Applied Developmental Psychology, 65, 1–11. https://doi.org/https://doi.org/10.1016/j.appdev.2019.101061
- Chiu, M. M., Chow, B. W., 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/https://doi.org/10.1177/0022022115617031
- Clark, S. L., & Muthén, B. (2009). Relating latent class analysis results to variables not included in the analysis. https://www.statmodel.com/download/relatinglca.pdf
- Deighton, J., Tymms, P., Vostanis, P., Belsky, J., Fonagy, P., Brown, A., Martin, M., Patalay, P., & Wolpert, M. (2013). The development of a school-based measure of child mental health. Journal of Psychoeducational Assessment, 31(3), 247–257. https://doi.org/https://doi.org/10.1177/0734282912465570
- Drake, K., Belsky, J., & Pasco, F. M. (2014). From early attachment to engagement with learning in school: The role of self-regulation and persistence. Developmental Psychology, 50(5), 13501361. https://doi.org/https://doi.org/10.1037/a0032779
- Enders, C. K. (2001). The performance of the full information maximum likelihood estimator in multiple regression models with missing data. Educational and Psychological Measurement, 61(5), 713–740. https://doi.org/https://doi.org/10.1177/0013164401615001
- Fergusson, D. M., & Woodward, L. J. (2002). Mental health, educational, and social role outcomes of adolescents with depression. Archives of General Psychiatry, 59(3), 225–231. https://doi.org/https://doi.org/10.1001/archpsyc.59.3.225
- Finn, J. D., & Rock, D. A. (1997). Academic success among students at risk for school failure. Journal of Applied Psychology, 82(2), 221–234. https://doi.org/https://doi.org/10.1037/0021-9010.82.2.221
- Fredricks, J. A., Blumenfeld, P., Friedel, J., & Paris, A. (2005). School engagement. In K. A. Moore & L. H. Lippman (Eds.), The Search Institute series on developmentally attentive community and society. What do children need to flourish: Conceptualizing and measuring indicators of positive development(pp. 305–329). Springer Science. https://doi.org/https://doi.org/10.1007/0-387-23823-9_19
- Frydenberg, E., Care, E., Chan, E., & Freeman, E. (2009). Interrelations between coping, school connectedness and wellbeing. Australian Journal of Education, 53(3), 261–276. https://doi.org/https://doi.org/10.1177/000494410905300305
- Furlong, M. J., Dowdy, E., Carnazzo, J., Bovery, B. L., & Kim, E. (2014). Covitality: Fostering the building blocks of complete mental health. Communique, 42(8), 28–29.
- Furlong, M. J., You, S., Renshaw, T. L., O’Malley, M. D., & Rebelez, J. (2013). Preliminary development of the positive experiences at school scale for elementary school children. Child Indicators Research, 6(4), 753–775. https://doi.org/https://doi.org/10.1007/s12187-013-9193-7
- Gaete, J., Montero-Marin, J., Rojas-Barahona, C. A., Olivares, E., & Araya, R. (2016). Validation of the Spanish version of the Psychological Sense of School Membership (PSSM) scale in Chilean adolescents and its association with school-related outcomes and substance use. Frontiers in Psychology, 7(6), 1–11. https://doi.org/https://doi.org/10.3389/fpsyg.2016.01901
- Goodenow, C. (1993). The psychological sense of school membership among adolescents: Scale development and educational correlates. Psychology in the Schools, 30(1), 79–90. https://doi.org/https://doi.org/10.1002/1520-6807(199301)30:1
- Hamre, B. K., & Pianta, R. C. (2001). Early teacher-child relationships and the trajectory of children’s school outcomes through eighth grade. Child Development, 72(2), 625–638. https://doi.org/https://doi.org/10.1111/1467-8624.00301
- Hibbard, J. H., & Pope, C. R. (1986). Another look at sex differences in the use of medical care: Illness orientation and the types of morbidities for which services are used. Women and Health, 11(2), 21–36. https://doi.org/https://doi.org/10.1300/J013v11n02_03
- Huebner, E. S., Gilman, R., & Suldo, S. M. (2007). Assessing perceived quality of life in children and youth. In S. R. Smith & L. Handler (Eds.), The clinical assessment of children and adolescents: A practitioner’s handbook (pp. 347–363). Erlbaum.
- Hughes, J. N., Im, M. H., & Allee, P. J. (2015). Effect of school belonging trajectories in Grades 6-8 on achievement: Gender and ethnic differences. Journal of School Psychology, 53(6), 493–507. https://doi.org/https://doi.org/10.1016/j.jsp.2015.08.001
- Lester, L., Waters, S., & Cross, D. (2013). The relationship between school connectedness and mental health during the transition to secondary school: A path analysis. Australian Journal of Guidance and Counseling, 23(2), 157–171. https://doi.org/https://doi.org/10.1017/jgc.2013.20
- Mahar, A. L., Cobigo, V., & Stuart, H. (2012). Conceptualizing belonging. Disability and Rehabilitation, 35(12), 1026–1032. https://doi.org/https://doi.org/10.3109/09638288.2012.717584
- Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50(4), 370–396. https://doi.org/https://doi.org/10.1037/h0054346
- Masyn, K. E. (2013). Latent class analysis and finite mixture modeling. In T. D. Little (Ed.), The Oxford handbook of quantitative methods (pp. 551–611). Oxford University Press.
- Millings, A., Buck, R., Montgomery, A., Spears, M., & Stallard, P. (2012). School connectedness, peer attachment, and self-esteem as predictors of adolescent health. Journal of School Health, 35(4), 1061–1067. https://doi.org/https://doi.org/10.1016/j.adolescence.2012.02.015
- Murray, C., & Greenberg, M. T. (2000). Children’s relationship with teachers and bonds with school. An investigation of patterns and correlates in middle childhood. Journal of School Psychology, 38(5), 423–445. https://doi.org/https://doi.org/10.1016/S0022-4405(00)00034-0
- Muthén, B. (2003). Statistical and substantive checking in growth mixture modeling: Comment on Bauer and Curran. Psychological Methods, 8(3), 369–377. https://doi.org/https://doi.org/10.1037/1082-989X.8.3.369
- Muthén, L. K., & Muthén, B. O. (1998–2015). Mplus user’s guide (7th ed.). Muthén & Muthén.
- Neil, A. L., & Christensen, H. (2009). Efficacy and effectiveness of school-based prevention and early intervention programs for anxiety. Clinical Psychology Review, 29(3), 208–215. https://doi.org/https://doi.org/10.1016/j.cpr.2009.01.002
- Newcomb, A. F., Bukowski, W. M., & Pattee, L. (1993). Children’s peer relations: A meta-analytic review of popular, rejected, neglected, controversial, and average sociometric status. Psychological Bulletin, 113(1), 99–128. https://doi.org/https://doi.org/10.1037/0033-2909.113.1.99
- Newcomer, S. N. (2017). Investigating the power of authentic caring student-teacher relationships for Latinx students. Journal of Latinos and Education, 17(2), 179–193. https://doi.org/https://doi.org/10.1080/15348431.2017.1310104
- Nylund, K. L., Asparouhov, T., & Muthén, B. O. (2007). Deciding on the number of classes in latent class analysis and growth mixture modeling: A Monte Carlo simulation study. Structural Equation Modeling: A Multidisciplinary Journal, 14(4), 535–569. https://doi.org/https://doi.org/10.1080/10705510701575396
- Nylund-Gibson, K., Grimm, R., Quirk, M., & Furlong, M. J. (2014). A latent transition mixture model using the three-step specification. Structural Equation Modeling: A Multidisciplinary Journal, 21(3), 439–454. https://doi.org/https://doi.org/10.1080/10705511.2014.915375
- Nylund-Gibson, K., & Masyn, K. E. (2016). Covariates and mixture modeling: Results of a simulation study exploring the impact of misspecified effects on class enumeration. Structural Equation Modeling: A Multidisciplinary Journal, 23(6), 782–797. https://doi.org/https://doi.org/10.1080/10705511.2016.1221313
- O’Farrell, S. L., & Morrison, G. M. (2003). A factor analysis exploring school bonding and related constructs among upper elementary students. The California School Psychologist, 8(1), 53–72. https://doi.org/https://doi.org/10.1007/BF03340896
- Pittman, L. D., & Richmond, A. (2007). Academic and psychological functioning in late adolescence: The importance of school belonging. The Journal of Experimental Education, 75(4), 270–290. https://doi.org/https://doi.org/10.3200/JEXE.75.4.270-292
- Resnick, M. D., Bearman, P. S., Blum, R. W., Bauman, K. E., Harris, K. M., Jones, Tabor, J., Beuhring, T., Sieving, R. E., Shew, M., Ireland, M., Bearinger, L. H., & Udry, J. R. (1997). Protecting adolescents from harm: Findings from the National Longitudinal Study on Adolescent Health. Journal of American Medical Association, 278(10), 823–832. https://doi.org/https://doi.org/10.1001/jama.278.10.823
- Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68. https://doi.org/https://doi.org/10.1037//0003-066X.55.1.68
- Sakiz, G., Pape, S. J., & Hoy, A. W. (2012). Does perceived teacher affective support matter for middle school students in mathematics classrooms? Journal of School Psychology, 50(2), 235–255. https://doi.org/https://doi.org/10.1016/j.jsp.2011.10.005
- Shi, Q., & Watkinson, J. (2019). English language learners and school belonging: Implications for school counselor practice. Professional School Counseling, 22(1b), 1–9. https://doi.org/https://doi.org/10.1177/2156759X19834442
- Shochet, I., Dadds, M., 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/https://doi.org/10.1207/s15374424jccp35
- Solomon, D., Battisch, V., Kim, D., & Watson, M. (1996). Teacher practices associated with students’ sense of classroom as a community. Social Psychology of Education, 1(3), 235–267. https://doi.org/https://doi.org/10.1007/BF02339892
- Stanley, L., Kellermanns, F. W., & Zellweger, T. M. (2016). Latent profile analysis: Understanding family firm profiles. Family Business Review, 30(1), 84–102. https://doi.org/https://doi.org/10.1177/2F0894486516677426
- Sturgess, J., Rodger, S., & Ozanne, A. (2002). A review of the use of self-report assessment with young children. British Journal of Occupational Therapy, 65(3), 108–116. https://doi.org/https://doi.org/10.1177/030802260206500302
- Suldo, S. M., & Shaffer, E. J. (2008). Looking beyond psychopathology: The dual-factor model of mental health in youth. School Psychology Review, 37(1), 52–68. https://doi.org/https://doi.org/10.1080/02796015.2008.12087908
- Taggart, A. (2018). Latina/o students in K-12 schools: A synthesis of empirical research on factors influencing academic achievement. Hispanic Journal of Behavioral Sciences, 40(4), 448–471. https://doi.org/https://doi.org/10.1177/0739986318793810
- Tian, L., Zhang, L., Huebner, E. S., Zheng, X., & Liu, W. (2015). The longitudinal relationship between school belonging and subjective well-being in school among elementary school students. Applied Research in Quality of Life, 11(4), 1269–1285. https://doi.org/https://doi.org/10.1007/s11482-015-9436-5
- Toussignant, M., Brousseau, R., & Tremblay, L. (2009). Sex biases in mental health scales: Do women tend to report less serious symptoms and confide more than men? Psychological Medicine, 17(1), 203–215. https://doi.org/https://doi.org/10.1017/S003329170001309X
- Wagle, R., Dowdy, E., Yang, C., Palikara, O., Castro, S., Nylund-Gibson, K., & Furlong, M. J. (2018). Preliminary investigation of the Psychological Sense of School Membership scale with primary school students in a cross-cultural context. School Psychology International, 39(6), 568–586. https://doi.org/https://doi.org/10.1177/0143034318803670
- Wallace, T. K., Ye, F., & Chhuon, V. (2012). Subdimensions of adolescent belonging in high school. Applied Developmental Science, 16(3), 122–139. https://doi.org/https://doi.org/10.1080/10888691.2012.695256
- Woolfolk, A. (2004). Educational psychology (9th ed.). Allyn & Bacon.
- Yu, Y., & Williams, D. R. (1999). Socioeconomic status and mental health. In C. S. Aneshensel & J. C. Phelan (Eds.), Handbook of the sociology of mental health: Handbooks of sociology and social research (pp. 151–166). Springer.