Resumo

RODRIGUEZ-GARCES, Carlos; ESPINOSA-VALENZUELA, Denisse  e  PADILLA-FUENTES, Geraldo. Sense of Belonging at School Among Children and Adolescents in Chile: Profiles and Paths Through Decision Tree. Rev. colomb. educ. [online]. 2021, n.81, pp.103-121.  Epub 03-Abr-2022. ISSN 0120-3916.  https://doi.org/10.17227/rce.num81-10256.

In order to inquire into the sense of belonging of Chilean children and adolescents from seventh year of primary school to third year of secondary school towards their school, this article models, from a quantitative perspective, the characteristics and profiles that build up the attachment to the educational unit through the classification tree method. The sense of belonging to the school is a multifactorial and substantial phenomenon for the comprehensive development of students. Its impact is not limited to academic aspects, but it also involves the levels of subjective well-being and the bonds within the community. According to the results, not all of the students forge a stable and lasting affective bond with their school. However, as their levels of school satisfaction, perceived teacher support, and evaluation of educational quality improve, the sense of belonging and identity grows. The conclusions highlight that both phenomena have a positive impact on school life because of the greater involvement they stimulate among the actors, as well as for the personal satisfaction they produce in children and adolescents during the school stage.

Palavras-chave : quality education; schoolcommunity relationship; student well-being; sense of community; classroom environment.

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