Background: Positive school attitudes defined as students' school liking and school attachment are positively related to many desirable outcomes. Student-teacher relations have often been considered to be an important determinant of school attitudes. Aims: Students' perceived teacher acceptance was used as an indicator for student-teacher…

Background: Parents consult with schools on how to help their children succeed, but schools rarely consult with parents, even though most parents have considerable expertise concerning their children's thoughts, feelings, and abilities. Aims: This study compares the prediction of academic achievement from self- and parent-ratings of feelings…

Background: Peer victimization is associated with increased internalizing problems and reduced school adjustment. Research into the main effect and the buffering effect of social support on these internalizing problems has produced inconsistent findings, and none has tested the buffering effect of social support on school adjustment. Moreover,…

Background: There are two approaches to the differential examination of school motivation. The first is to examine motivation towards specific school subjects (between school subject differentiation). The second is to examine school motivation as a multidimensional concept that varies in terms of not only intensity but also quality (within school…

Background: Connectedness to school is a significant predictor of adolescent health and academic outcomes. While individual predictors of connectedness have been well-described, little is known about school-level factors which may influence connectedness. A school's ecology, or its structural, functional, and built aspects, coupled with…

Responses of pupils in 60 sixth-grade classes in Sweden to a 40-item questionnaire were factor analyzed at two levels of aggregation, classes and pupils-within-classes. Relations between personality variables and the attitude scales were also studied and implications for personality measurement drawn. (Author/SJL)

A study of Norwegian elementary school children found that in fourth to eighth graders, low academic achievement was associated with low self esteem and strong perceived parental pressure for boys, but not for girls. In eighth graders, low achievement was associated with low perceived value of school for girls only. (GC)

This study of 182 English school children examined three issues: possible changes in self-concept resulting from transfer from primary to secondary schools; possible relationship between self-concept and attitude toward school; and possible differences in school attitudes between high and low self-concept students. (Author/SJL)

Two samples, representing rural and urban children, were tested before and after entering secondary school to determine individual reactions to transfer. Measures included ability, achievement, attitude toward school, and personality. Cluster analysis, replicated across both samples, identified six patterns of adjustment, two of which were…