“Sense of belonging to school in 15-year old students – The role of parental education and students’ attitudes toward school”: Correction to Marksteiner & Kuger, 2016.

Reports an error in "Sense of belonging to school in 15-year-old students: The role of parental education and students’ attitudes toward school" by Tamara Marksteiner and Susanne Kruger (European Journal of Psychological Assessment, 2016, Vol 32[1], 68-74). In the article, there is an error on p. 68. The second author’s name should read as follows: Susanne Kuger (instead of Kruger). The editors regret any inconvenience or confusion this error may have caused. Please see erratum for full description. (The following abstract of the original article appeared in record 2016-20899-007.) Worldwide, students’ health and subjective well-being increasingly are regarded as important. One central noncognitive aspect that threatens students’ well-being and that is related to students’ socioeconomic background is whether they feel they belong to their social context (e.g., school) or instead feel socially ostracized. The present study investigated the relation between parents’ education and students’ sense of belonging to school and the role of students’ and parents’ attitudes toward school as mediators across different countries. The results indicate that students whose parents have a higher education level feel less socially excluded. As expected, students’ attitude functions as a mediator: The more educated the students’ parents, the more positive the students’ attitudes toward school. Likewise, the more positive their attitude, the stronger they indicated a fee...

Source: European Journal of Psychological Assessment - October 18, 2018 Category: Psychiatry & Psychology Source Type: research