Belonging, student identity and school activity preferences: Views from Year 4 in the global cities of Hong Kong, Singapore and Melbourne

Belonging, student identity and school activity preferences: Views from Year 4 in the global cities of Hong Kong, Singapore and Melbourne

• Yelland, Nicola University of Melbourne
• Bartholomaeus, Clare University of Melbourne
• Muspratt, Sandy Griffith University
• Chan, Kit Wa Anita The Education University of Hong Kong
• Leung, Wai Man Vivienne The Education University of Hong Kong
• Soo, Li Mei Johannah National Institute of Education, Nanyang Technological University
• Lim, Kam Ming National Institute of Education, Nanyang Technological University

Policy Futures in Education, 2022

SAGE Publications

2022

• N 學生與學生服務
  • NC 學生特徵和境況；學生意見與態度、學生適應問題
• N 學生與學生服務
  • NM 學生生活與閒暇活動、暑期活動、同儕群
• P 香港教育各層面與外地之比較
  • PB 香港教育各層面與外地之比較

Sense of Belonging Student Identity School Subjects Student Attitudes Primary School

• Hong Kong
• Singapore
• Melbourne

• 1997.7 onwards

• 小學教育

Students in East Asian locations often obtain high academic results in international high-stakes testing, but lower results on affective aspects of their schooling, such as sense of belonging. These findings indicate the need for more holistic research into children’s lifeworlds, including their experiences of school. In this article, we draw on a survey with 627 Year 4 students in three global cities in the Asia Pacific (Hong Kong, Singapore, and Melbourne), exploring dimensions of their perceptions of school. Responses from students were generally positive in terms of sense of school belonging and student identity. Students who responded positively in terms of belonging and student identity were more likely to want academic activities to occur more often. The article adds to the existing literature by offering an exploratory consideration of the relationships between sense of belonging, student identity, and school activity preferences of Year 4 students in Hong Kong, Singapore and Melbourne. It is argued that all of these are essential factors that need to be considered and incorporated in policy planning and curriculum development. Copyright © 2022 The Author(s).

• 英文

期刊論文

• 14782103

• 10.1177/14782103221136380

https://bibliography.lib.eduhk.hk/tc/bibs/d08202c0

2023-03-06