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School Bonding in Children and Adolescents: Conceptualization, Assessment, and Associated Variables

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Abstract

School bonding refers to the “connections” that youth have with their schools and various aspects of their academic lives. School bonding may be an important concept in prevention because it has been linked to various developmental and adjustment outcomes. This paper reviews conceptualizations, measurements, and theories of school bonding. Also considered are empirical studies that have linked school bonding to a variety of outcomes (substance use, delinquency, antisocial behavior, self-esteem). The review includes examination of how school bonding serves as a mediator in these relations and, in turn, is moderated by other variables. Despite inconsistencies in conceptualization and measurement, it is concluded that school bonding is an important construct and an appropriate target for intervention. Recommendations are offered regarding future research on school bonding, especially with respect to positive developmental outcomes and examination of variables that might moderate school bonding.

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  1. University of South Carolina, Columbia, South Carolina

    Samuel J. Maddox & Ronald J. Prinz

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Maddox, S.J., Prinz, R.J. School Bonding in Children and Adolescents: Conceptualization, Assessment, and Associated Variables. Clin Child Fam Psychol Rev 6, 31–49 (2003). https://doi.org/10.1023/A:1022214022478

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