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l i t er at u r a
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of Health and Human Services.
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Programs for Increasing Connectedness and Reducing Risk Behavior: A
Systematic Review. Educational Psychology Review, 25(1), 95–114. Https://
doi.org/10.1007/s10648-013-9216-4.
Chhuon, V., in Wallace, T. L. (2014). Creating Connectedness Through Being
Known: Fulfilling the Need to Belong in U.S. High Schools. Youth in Soci-
ety, 46(3), 379–401. Https://doi.org/10.1177/0044118X11436188.
Chiu, M. M., Chow, B. W.-Y., McBride, C., in Mol, S. T. (2016). Students’
Sense of Belonging at School in 41 Countries: Cross-Cultural Varia-
bility. Journal of Cross-Cultural Psychology, 47(2), 175–196. Https://doi.
org/10.1177/0022022115617031.
Connell, J. P., Halpem-Felsher, B. L., Clifford, E., Crichlow, W., in Usinger,
P. (1995). Hanging in There: Behavioral, Psychological, and Contextu-
al Factors Affecting Whether African American Adolescents Stay in
High School. Journal of Adolescent Research, 10(1), 41–63. Https://doi.
org/10.1177/0743554895101004.
Craggs, H., in Kelly, C. (2017). School belonging: Listening to the voi-
ces of secondary school students who have undergone managed mo-
ves. School Psychology International, 014303431774193. Https://doi.
org/10.1177/0143034317741936.
Croninger, R. G., in Lee, V. E. (2001). Social capital and dropping out of high
school: Benefits to at-risk students of teachers’ support and guidan-
ce. Teachers College Record, 103(4), 548–581. Https://doi.org/10.1111/0161-
4681.00127.
Cueto, S., Guerrero, G., Sugimaru, C., in Zevallos, A. M. (2010). Sense of be-
longing and transition to high schools in Peru. International Journal of
Educational Development, 30(3), 277–287. Https://doi.org/10.1016/j.ijedu-
dev.2009.02.002.
Cupito, A. M., Stein, G. L., in Gonzalez, L. M. (2015). Familial cultural va-
lues, depressive symptoms, school belonging and grades in Latino ado-
lescents: Does gender matter? Journal of Child and Family Studies, 24(6),
1638–1649. Https://doi.org/10.1007/s10826-014-9967-7.
Datu, J. A. D., in Valdez, J. P. M. (2019). Psychological capital is associated with
higher levels of life satisfaction and school belongingness. School Psycho-
logy International, 40(4), 331–346. Https://doi.org/10.1177/0143034319838011.
143
Centers for Disease Control and Prevention. (2009). School connectedness:
Strategies for increasing protective factors among youth. US Department
of Health and Human Services.
Chapman, R. L., Buckley, L., Sheehan, M., in Shochet, I. (2013). School-Based
Programs for Increasing Connectedness and Reducing Risk Behavior: A
Systematic Review. Educational Psychology Review, 25(1), 95–114. Https://
doi.org/10.1007/s10648-013-9216-4.
Chhuon, V., in Wallace, T. L. (2014). Creating Connectedness Through Being
Known: Fulfilling the Need to Belong in U.S. High Schools. Youth in Soci-
ety, 46(3), 379–401. Https://doi.org/10.1177/0044118X11436188.
Chiu, M. M., Chow, B. W.-Y., McBride, C., in Mol, S. T. (2016). Students’
Sense of Belonging at School in 41 Countries: Cross-Cultural Varia-
bility. Journal of Cross-Cultural Psychology, 47(2), 175–196. Https://doi.
org/10.1177/0022022115617031.
Connell, J. P., Halpem-Felsher, B. L., Clifford, E., Crichlow, W., in Usinger,
P. (1995). Hanging in There: Behavioral, Psychological, and Contextu-
al Factors Affecting Whether African American Adolescents Stay in
High School. Journal of Adolescent Research, 10(1), 41–63. Https://doi.
org/10.1177/0743554895101004.
Craggs, H., in Kelly, C. (2017). School belonging: Listening to the voi-
ces of secondary school students who have undergone managed mo-
ves. School Psychology International, 014303431774193. Https://doi.
org/10.1177/0143034317741936.
Croninger, R. G., in Lee, V. E. (2001). Social capital and dropping out of high
school: Benefits to at-risk students of teachers’ support and guidan-
ce. Teachers College Record, 103(4), 548–581. Https://doi.org/10.1111/0161-
4681.00127.
Cueto, S., Guerrero, G., Sugimaru, C., in Zevallos, A. M. (2010). Sense of be-
longing and transition to high schools in Peru. International Journal of
Educational Development, 30(3), 277–287. Https://doi.org/10.1016/j.ijedu-
dev.2009.02.002.
Cupito, A. M., Stein, G. L., in Gonzalez, L. M. (2015). Familial cultural va-
lues, depressive symptoms, school belonging and grades in Latino ado-
lescents: Does gender matter? Journal of Child and Family Studies, 24(6),
1638–1649. Https://doi.org/10.1007/s10826-014-9967-7.
Datu, J. A. D., in Valdez, J. P. M. (2019). Psychological capital is associated with
higher levels of life satisfaction and school belongingness. School Psycho-
logy International, 40(4), 331–346. Https://doi.org/10.1177/0143034319838011.
143
