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【Abstract】Students are the foundation and premise for the existence and development of schools. It is very important for schools to let students live and study in a school with a sense of belonging. Therefore， it is necessary to explore the factors that affect the sense of school belonging of high school students. This paper investigates the sense of school belonging of 352 high school students. The results show that the gender， grade and family status are all important factors affecting school belonging.
【Key words】Sense of school belonging; High school students; Influence factors
【作者簡介】朱利安，江苏省宝应中学。
1. Concept of Sense of School Belonging of High School Students
In psychology， the sense of belonging refers to a psychological state in which an individual is recognized and accepted by a group or other individuals. School belonging is a positive emotional attitude towards the school， which is one of the most important psychological needs in the school life of high school students. Students can be appreciated and respected by teachers， and have strong emotional and spiritual attribution to schools. School is one of the important places for students to study and life， and the sense of belonging reflects the quality of school life of middle school students.
2. Influence Factors of Sense of School Belonging of High School Students
We investigated 352 high school students and obtained 335 valid questionnaires. The full score of school belonging designed in the questionnaire is five. The main influencing factors of sense of belonging of high school students are as shown follows.
Gender. The survey shows that the average score of school belonging of girls is 3.8， and that of boys is 3.5. In terms of gender variables， girl’s sense of school belonging is higher than that of boy. Girls have higher requirements on school environment， campus interpersonal relationship and integration of school activities than boys. This may be related to the way boys and girls make friends and the different psychological development of boys and girls. Girls are willing to maintain good relationships with their peers and like group activities. Boy’s interpersonal communication is more self-centered and unwilling to communicate and talk with teachers and peers.
Grade. The survey shows that the average score of the sense of school belonging of the students in grade one is 4.1; the average score of the students in grade two is 3.4; and the average score of the students in grade three is 2.6. The sense of belonging of lower grade is higher than that of higher grade. The main reason is that the student’s learning pressure is gradually increasing during the process from the first grade to the third grade. The student’s spare time is gradually decreasing. They seldom have time to participate in various activities organized by the school. Especially in the exam-oriented education system， schools and teachers pay more attention to academic performance， students need to spend all their time in learning. With the growth of age and grade， students can gradually realize that school life is not as good as imagination. When student gradually integrate into the school， he will find that there are many unsatisfactory points in the school. Family Situation. The research shows that family economic situation is an important factor affecting high school student’s sense of belonging. The average score of the sense of belonging of high school students from rural families is 3.6， and that of high school students from urban families is 2.7. Middle school students in urban families are all only children in their families. They have good economic conditions and are protected and educated by their parents. However， the students in high school from rural area are seldom cared for and protected by their parents as their parents often leave home to work in big cities to earn money. For them， school is like their second home. Students from rural areas have a higher sense of school belonging.
3. Closing Words
A sense of belonging is not innate. The sense of school belonging of high school student is slowly cultivated. It is an effective way to cultivate and strengthen the sense of belonging of high school students by giving full play to the edifying function of campus culture， carrying out colorful activities， establishing good teacher-student relationship and developing good peer relationship.
References：
[1]Hu Jingxian，Lv Yue，Wang Wenbo，Yan Jianwen.The Relationship between Senior Students’Gratitude and the School Belonging：Mediation of Social Support[J].Journal of Ningbo University（Educational Science Edition），2017，39（5）：7-12.
[2]Yang Fan，Yu Bing，Zhu Yongxin，Xu Qingyu.The Correlation Effect of School Bullying and School Belonging：The Evidence from New Educational Experiment [J].2017，37（5）：113-120.
【Key words】Sense of school belonging; High school students; Influence factors
【作者簡介】朱利安，江苏省宝应中学。
1. Concept of Sense of School Belonging of High School Students
In psychology， the sense of belonging refers to a psychological state in which an individual is recognized and accepted by a group or other individuals. School belonging is a positive emotional attitude towards the school， which is one of the most important psychological needs in the school life of high school students. Students can be appreciated and respected by teachers， and have strong emotional and spiritual attribution to schools. School is one of the important places for students to study and life， and the sense of belonging reflects the quality of school life of middle school students.
2. Influence Factors of Sense of School Belonging of High School Students
We investigated 352 high school students and obtained 335 valid questionnaires. The full score of school belonging designed in the questionnaire is five. The main influencing factors of sense of belonging of high school students are as shown follows.
Gender. The survey shows that the average score of school belonging of girls is 3.8， and that of boys is 3.5. In terms of gender variables， girl’s sense of school belonging is higher than that of boy. Girls have higher requirements on school environment， campus interpersonal relationship and integration of school activities than boys. This may be related to the way boys and girls make friends and the different psychological development of boys and girls. Girls are willing to maintain good relationships with their peers and like group activities. Boy’s interpersonal communication is more self-centered and unwilling to communicate and talk with teachers and peers.
Grade. The survey shows that the average score of the sense of school belonging of the students in grade one is 4.1; the average score of the students in grade two is 3.4; and the average score of the students in grade three is 2.6. The sense of belonging of lower grade is higher than that of higher grade. The main reason is that the student’s learning pressure is gradually increasing during the process from the first grade to the third grade. The student’s spare time is gradually decreasing. They seldom have time to participate in various activities organized by the school. Especially in the exam-oriented education system， schools and teachers pay more attention to academic performance， students need to spend all their time in learning. With the growth of age and grade， students can gradually realize that school life is not as good as imagination. When student gradually integrate into the school， he will find that there are many unsatisfactory points in the school. Family Situation. The research shows that family economic situation is an important factor affecting high school student’s sense of belonging. The average score of the sense of belonging of high school students from rural families is 3.6， and that of high school students from urban families is 2.7. Middle school students in urban families are all only children in their families. They have good economic conditions and are protected and educated by their parents. However， the students in high school from rural area are seldom cared for and protected by their parents as their parents often leave home to work in big cities to earn money. For them， school is like their second home. Students from rural areas have a higher sense of school belonging.
3. Closing Words
A sense of belonging is not innate. The sense of school belonging of high school student is slowly cultivated. It is an effective way to cultivate and strengthen the sense of belonging of high school students by giving full play to the edifying function of campus culture， carrying out colorful activities， establishing good teacher-student relationship and developing good peer relationship.
References：
[1]Hu Jingxian，Lv Yue，Wang Wenbo，Yan Jianwen.The Relationship between Senior Students’Gratitude and the School Belonging：Mediation of Social Support[J].Journal of Ningbo University（Educational Science Edition），2017，39（5）：7-12.
[2]Yang Fan，Yu Bing，Zhu Yongxin，Xu Qingyu.The Correlation Effect of School Bullying and School Belonging：The Evidence from New Educational Experiment [J].2017，37（5）：113-120.