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School Belongingness and Internalizing and Externalizing Problems in Adolescents: Exploring the Influence of Meaningful School

Author

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  • Murat Yıldırım

    (Agri Ibrahim Cecen University)

  • Hacer Yıldırım-Kurtuluş

    (Ministry of National Education)

  • Hasan Batmaz

    (Sakarya University
    Karabuk University)

  • Emin Kurtuluş

    (Sakarya University)

Abstract

The current study investigates the mediating effects of meaningful school on the association between school belongingness and internalizing and externalizing problems. A sample of Turkish adolescents (N = 460) completed the School Belongingness Scale, Meaningful School Questionnaire, Youth Externalizing Behavior Screener, and Youth Internalizing Behavior Screener. Findings revealed that school belongingness and meaningful school were negatively significantly related to internalizing and externalizing problems. More importantly, mediation analysis showed that meaningful school partially mediated the association between school belongingness with symptoms of internalizing and externalizing difficulties. These results have significant implications for practice and research by presenting further evidence that supports the impact of school belongingness in reducing internalizing and externalizing problems through increased meaningful school. This will contribute to positive school functioning and mental health.

Suggested Citation

  • Murat Yıldırım & Hacer Yıldırım-Kurtuluş & Hasan Batmaz & Emin Kurtuluş, 2023. "School Belongingness and Internalizing and Externalizing Problems in Adolescents: Exploring the Influence of Meaningful School," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 16(5), pages 2125-2140, October.
    • Handle: RePEc:spr:chinre:v:16:y:2023:i:5:d:10.1007_s12187-023-10043-z
    DOI: 10.1007/s12187-023-10043-z
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    References listed on IDEAS

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    1. Gokmen Arslan & Erdinc Duru, 2017. "Initial Development and Validation of the School Belongingness Scale," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 10(4), pages 1043-1058, December.
    2. Mariana Lopes de Sousa & Maria Manuela Peixoto & Sara Figueiredo Cruz, 2021. "The Association between Externalizing and Internalizing Problems with Bullying Engagement in Adolescents: The Mediating Role of Social Skills," IJERPH, MDPI, vol. 18(19), pages 1-14, October.
    3. Gokmen Arslan & Erdinc Duru, 2017. "Erratum to: Initial Development and Validation of the School Belongingness Scale," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 10(4), pages 1059-1059, December.
    4. Carmel Proctor & P. Linley & John Maltby, 2010. "Very Happy Youths: Benefits of Very High Life Satisfaction Among Adolescents," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 98(3), pages 519-532, September.
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    1. Aynur Karabacak-Çelik & Nuray Aşantuğrul, 2024. "The Mediator Role of Positive Experiences at School in the Relationship between Academic Self-Confidence and School Belonging in Turkish Secondary School Students," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 17(2), pages 683-704, April.

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