Elf-competence and avoid domains/activities with which they do not have

Elf-competence and avoid domains/activities with which they do not have a sense of accomplishment. Research suggests that those with low social acceptance competence are more likely to avoid peers, and consequently experience further rejection and less attachment to school [88?0]. Students who perceive themselves to be poorly socially accepted by their peers may also have poorer social and communication skills, andPLOS ONE | DOI:10.1371/journal.pone.0123353 April 15,11 /School Belongingness among Primary School Studentshence find it difficult to belong to a peer group [91?3]. Not being associated with a peer group could damage the individual’s perception of interpersonal competence further [94], which in turn could perpetuate lower perception of school belongingness. To conclude that school belongingness is mainly dependent on personal attributes and abilities would, however, disregard the fact that the personal factors explaining school belongingness, i.e.; social acceptance, social affiliation motivation, perception of physical appearance, problem solving skills and coping strategies, can all be influenced by how well the school environment satisfies the student’s need for belongingness [95]. Previous studies show that perceived acceptance from peers enhances the student’s motivation to pursue pro-social goals; and that this is more likely to occur in school settings that encourage supportive relationships among students [95]. Furthermore, teachers’ interactions with students tend to influence the students’ views of each other. Hence, the results from the current study support the suggestion that classroom strategies that allow for numerous and positive interactions GSK-1605786 site between teachers and students, and among students, can be useful mechanisms for fostering school belongingness [14]. Consistent with the findings of others [96?8], we found positive ZM241385 web associations between physical appearance competence and school belongingness. This may indicate that an accepting school environment that addresses negative ideals of body image and creates a culture wherein an individual’s strength and character are valued, can foster a sense of belonging amongst its students [99]. Our findings substantiate past works on the unfavourable associations of non-productive coping strategies on student adjustment [100?02]. Primary school students who use non-productive coping strategies (e.g., worrying, ignoring the problem at hand, self-blame), and low levels of problem-solving coping strategies (e.g., working at a problem while remaining optimistic) were shown to be less likely to sense belonging in school. These findings highlight the need for primary schools to not only provide students with opportunities to problem-solve, but also to support those who display non-productive coping strategies. While infrequent use of problem-solving coping was detrimental to school belongingness, frequent use of problemsolving coping was not any more beneficial than average use. This could mean that there could be a threshold level, beyond which the add-on benefits of problem-solving coping on school belongingness are insignificant. Further research into this area is needed. In the current study we found that girls reported higher school belonging scores than boys. This finding concurs with earlier investigations that report associations between gender, and ability of the student and teachers’ predilections [95]. The consistent reporting of higher school belonging in girls may b.Elf-competence and avoid domains/activities with which they do not have a sense of accomplishment. Research suggests that those with low social acceptance competence are more likely to avoid peers, and consequently experience further rejection and less attachment to school [88?0]. Students who perceive themselves to be poorly socially accepted by their peers may also have poorer social and communication skills, andPLOS ONE | DOI:10.1371/journal.pone.0123353 April 15,11 /School Belongingness among Primary School Studentshence find it difficult to belong to a peer group [91?3]. Not being associated with a peer group could damage the individual’s perception of interpersonal competence further [94], which in turn could perpetuate lower perception of school belongingness. To conclude that school belongingness is mainly dependent on personal attributes and abilities would, however, disregard the fact that the personal factors explaining school belongingness, i.e.; social acceptance, social affiliation motivation, perception of physical appearance, problem solving skills and coping strategies, can all be influenced by how well the school environment satisfies the student’s need for belongingness [95]. Previous studies show that perceived acceptance from peers enhances the student’s motivation to pursue pro-social goals; and that this is more likely to occur in school settings that encourage supportive relationships among students [95]. Furthermore, teachers’ interactions with students tend to influence the students’ views of each other. Hence, the results from the current study support the suggestion that classroom strategies that allow for numerous and positive interactions between teachers and students, and among students, can be useful mechanisms for fostering school belongingness [14]. Consistent with the findings of others [96?8], we found positive associations between physical appearance competence and school belongingness. This may indicate that an accepting school environment that addresses negative ideals of body image and creates a culture wherein an individual’s strength and character are valued, can foster a sense of belonging amongst its students [99]. Our findings substantiate past works on the unfavourable associations of non-productive coping strategies on student adjustment [100?02]. Primary school students who use non-productive coping strategies (e.g., worrying, ignoring the problem at hand, self-blame), and low levels of problem-solving coping strategies (e.g., working at a problem while remaining optimistic) were shown to be less likely to sense belonging in school. These findings highlight the need for primary schools to not only provide students with opportunities to problem-solve, but also to support those who display non-productive coping strategies. While infrequent use of problem-solving coping was detrimental to school belongingness, frequent use of problemsolving coping was not any more beneficial than average use. This could mean that there could be a threshold level, beyond which the add-on benefits of problem-solving coping on school belongingness are insignificant. Further research into this area is needed. In the current study we found that girls reported higher school belonging scores than boys. This finding concurs with earlier investigations that report associations between gender, and ability of the student and teachers’ predilections [95]. The consistent reporting of higher school belonging in girls may b.