School belonging and student engagement: The critical overlaps, similarities, and implications for student outcomes

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dc.contributor.authorAllen, K.-A.
dc.contributor.authorBoyle, C.
dc.contributor.editorReschly, A.L.
dc.contributor.editorChristenson, S.
dc.date.issued2022
dc.description.abstractThe theoretical and empirical literature has long included belonging as central to student engagement. Some conceptualizations and approaches have suggested that a student’s sense of belonging is a central and foundational principle underpinning engagement. Engagement also contributes to a sense of belonging. Two distinct literatures have developed insights around the importance of, pathways to, and outcomes associated with each construct. This chapter narratively explores similarities and differences between belonging and student engagement, identifying areas of overlap as well as helpful distinctions, with implications for research and educational practice. Although the two are closely connected, these two friends are more effectively treated as complementary constructs, both of which are essential components for positive development in young people.
dc.description.statementofresponsibilityKelly-Ann Allen and Christopher Boyle
dc.identifier.citationHandbook of Research on Student Engagement, 2022 / Reschly, A.L., Christenson, S. (ed./s), Ch.7, pp.133-154
dc.identifier.doi10.1007/978-3-031-07853-8_7
dc.identifier.isbn9783031078538
dc.identifier.orcidBoyle, C. [0000-0001-6196-7619]
dc.identifier.urihttps://hdl.handle.net/2440/136788
dc.language.isoen
dc.publisherSpringer
dc.publisher.placeBerlin/Heidelberg, Germany
dc.rights© 2022 The Author(s), under exclusive license to Springer Nature Switzerland AG
dc.source.urihttps://www.springer.com/gp
dc.subjectEngagement; Belonging; School belonging; School; Learning; Positive youth development
dc.titleSchool belonging and student engagement: The critical overlaps, similarities, and implications for student outcomes
dc.typeBook chapter
pubs.publication-statusPublished

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