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School belongingnes...
School belongingness and mental health functioning across the primary-secondary transition in a mainstream sample: Multi-group cross-lagged analyses
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- Vaz, Sharmila (författare)
- School of Occupational Therapy and Social Work, Centre for Research into Disability and Society, Curtin Health Innovation Research Institute, Curtin University, Perth, Western Australia, Australia
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- Falkmer, Marita (författare)
- Jönköping University,HLK, CHILD,School of Occupational Therapy and Social Work, Curtin Health Innovation Research Institute, Curtin University, Perth, Western Australia, Australia,Curtin University, Australia; Jönköping University, Sweden
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- Parsons, Richard (författare)
- School of Occupational Therapy and Social Work, and School of Pharmacy, Curtin Health Innovation Research Institute, Curtin University, Perth, Western Australia, Australia
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- Passmore, Anne Elizabeth (författare)
- School of Occupational Therapy and Social Work, Curtin Health Innovation Research Institute, Curtin University, Perth, Western Australia, Australia
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- Parkin, Timothy (författare)
- School of Occupational Therapy and Social Work, Curtin Health Innovation Research Institute, Curtin University, Perth, Western Australia, Australia
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- Falkmer, Torbjörn (författare)
- Östergötlands Läns Landsting,Linköpings universitet,Jönköping University,HHJ. CHILD,Avdelningen för samhällsmedicin,Hälsouniversitetet,Smärt och rehabiliteringscentrum,Curtin University, Australia; La Trobe University, Melbourne, Vic., Australia
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(creator_code:org_t)
- 2014-06-26
- 2014
- Engelska.
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Ingår i: PLOS ONE. - : Public Library of Science (PLoS). - 1932-6203. ; 9:6(e99576), s. 1-10
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Abstract
Ämnesord
Stäng
- The relationship between school belongingness and mental health functioning before and after the primary-secondary school transition has not been previously investigated in students with and without disabilities. This study used a prospective longitudinal design to test the bi-directional relationships between these constructs, by surveying 266 students with and without disabilities and their parents, 6-months before and after the transition to secondary school. Cross-lagged multi-group analyses found student perception of belongingness in the final year of primary school to contribute to change in their mental health functioning a year later. The beneficial longitudinal effects of school belongingness on subsequent mental health functioning were evident in all student subgroups; even after accounting for prior mental health scores and the cross-time stability in mental health functioning and school belongingness scores. Findings of the current study substantiate the role of school contextual influences on early adolescent mental health functioning. They highlight the importance for primary and secondary schools to assess students' school belongingness and mental health functioning and transfer these records as part of the transition process, so that appropriate scaffolds are in place to support those in need. Longer term longitudinal studies are needed to increase the understanding of the temporal sequencing between school belongingness and mental health functioning of all mainstream students.
Ämnesord
- MEDICIN OCH HÄLSOVETENSKAP -- Klinisk medicin (hsv//swe)
- MEDICAL AND HEALTH SCIENCES -- Clinical Medicine (hsv//eng)
- MEDICIN OCH HÄLSOVETENSKAP -- Hälsovetenskap (hsv//swe)
- MEDICAL AND HEALTH SCIENCES -- Health Sciences (hsv//eng)
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