The relationship between sense of school belonging and positive developmental outcomes for students

Osećaj pripadnosti školi najčešće se definiše kao mera u kojoj se učenici osećaju lično prihvaćenim, poštovanim, uključenim i podržanim od strane drugih aktera školskog okruženja. Tokom poslednje decenije intenzivirani su napori istraživača ka ispitivanju uticaja osećaja pripadnosti školi na različite aspekte funkcionisanja učenika. U cilju sagledavanja povezanosti osećaja pripadnosti školi sa razvojnim ishodima učenika, sproveden je sistematski pregled dostupne naučne literature. Analizirani su rezultati analitičkih i metaanalitičkih studija, objavljeni na srpskom ili engleskom jeziku, u periodu od 2015. do 2022. godine. Pretražene su baze: Google Scholar, KoBSON, PsycINFO i Academia.edu. Na osnovu kvalitativnog sažimanja istraživačkih nalaza, utvrđeno je da osećaj pripadnosti školi pozitivno korelira sa nivoom akademske motivacije, akademskog postignuća, zadovoljstva školom i samoefikasnosti, što konsekventno prevenira različite vidove problema u školovanju. Dodatno , osećaj pripadnosti školi pokazuje se prediktivnim za niži nivo internalizovanih i eksternalizovanih problema, te viši nivo prosocijalnog ponašanja, socio-emocionalnih kompetencija i opšteg blagostanja učenika. Izvedeni nalazi o efektima osećaja pripadnosti školi na pozitivne razvojne ishode učenika upućuju na opravdanost primene potvrđeno efektivnih pristupa i intervencija usmerenih na unapređivanje osećaja pripadnosti školi.Sense of school belonging is most often defined as the extent to which students feel personally accepted, respected, included and supported by other actors in the school environment. Over the last decade, researchers' efforts to examine the impact of school affiliation on various aspects of student functioning have intensified. In order to understand the connection between the sense of school belonging and the developmental outcomes of students, a systematic review of the available scientific literature was conducted. The results of analytical and meta-analytical studies, published in Serbian or English, in the period from 2015 to 2022, were analyzed. Databases searched: Google Scholar, KoBSON, PsycINFO and Academia.edu. Based on a qualitative summary of research findings, it was found that the sense of school belonging is positively correlated with the level of academic motivation, academic achievement, school satisfaction and self-efficacy, which consistently prevents various types of problems in schooling. In addition, the sense of school belonging proves to be predictive for the lower level of internalized and externalized problems, and the higher level of prosocial behavior, socio-emotional competencies and general well-being of students. Derived findings on the effects of the sense of school belonging on the positive developmental outcomes of students indicate the justification of the application of proven effective approaches and interventions aimed at improving the sense of school belonging