Diverse Sources of Trust: Sense of School Membership, Generalized Social Trust, and the Role of a Diverse School Population
Abstract This study investigated how schools can contribute to students’ generalized social trust (GST). Positive social experiences with trust and the experience of being part of a fair and predictable social system are important sources of trust. Students’ sense of school membership (SSM) reflects...
Ausführliche Beschreibung
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| Autor*in: |
Rinnooy Kan, Willemijn F. [verfasserIn] |
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| Format: |
E-Artikel |
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| Sprache: |
Englisch |
| Erschienen: |
2023 |
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| Schlagwörter: |
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| Anmerkung: |
© The Author(s) 2023 |
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| Übergeordnetes Werk: |
Enthalten in: Journal of applied youth studies - [Singapore] : Springer Singapore, 2020, 6(2023), 4 vom: 08. Nov., Seite 177-195 |
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| Übergeordnetes Werk: |
volume:6 ; year:2023 ; number:4 ; day:08 ; month:11 ; pages:177-195 |
| Links: |
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| DOI / URN: |
10.1007/s43151-023-00105-y |
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| Katalog-ID: |
SPR054128277 |
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| 520 | |a Abstract This study investigated how schools can contribute to students’ generalized social trust (GST). Positive social experiences with trust and the experience of being part of a fair and predictable social system are important sources of trust. Students’ sense of school membership (SSM) reflects these sources. We investigated the association between three aspects of SSM and GST in 9th grade of Dutch secondary schools (78 schools, 230 classrooms, 5167 students). The diversity of the school population, in terms of track and ethnicity, was included as a moderator. All three aspects of SSM appeared to be positively associated with GST. School ethnic diversity strengthened the association between ‘identification and participation’ and GST but weakened the association between ‘peer acceptance’ and GST. This creates an impetus to support all students to experience a sense of school membership and raises the question how students can profit more from the diversity of the school community. | ||
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10.1007/s43151-023-00105-y doi (DE-627)SPR054128277 (SPR)s43151-023-00105-y-e DE-627 ger DE-627 rakwb eng Rinnooy Kan, Willemijn F. verfasserin (orcid)0000-0002-7424-7650 aut Diverse Sources of Trust: Sense of School Membership, Generalized Social Trust, and the Role of a Diverse School Population 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s) 2023 Abstract This study investigated how schools can contribute to students’ generalized social trust (GST). Positive social experiences with trust and the experience of being part of a fair and predictable social system are important sources of trust. Students’ sense of school membership (SSM) reflects these sources. We investigated the association between three aspects of SSM and GST in 9th grade of Dutch secondary schools (78 schools, 230 classrooms, 5167 students). The diversity of the school population, in terms of track and ethnicity, was included as a moderator. All three aspects of SSM appeared to be positively associated with GST. School ethnic diversity strengthened the association between ‘identification and participation’ and GST but weakened the association between ‘peer acceptance’ and GST. This creates an impetus to support all students to experience a sense of school membership and raises the question how students can profit more from the diversity of the school community. Sense of school belonging (dpeaa)DE-He213 Generalized social trust (dpeaa)DE-He213 Ethnic diversity (dpeaa)DE-He213 Secondary school (dpeaa)DE-He213 Munniksma, Anke aut Volman, Monique aut Enthalten in Journal of applied youth studies [Singapore] : Springer Singapore, 2020 6(2023), 4 vom: 08. Nov., Seite 177-195 (DE-627)1733552545 (DE-600)3038164-2 2204-9207 nnns volume:6 year:2023 number:4 day:08 month:11 pages:177-195 https://dx.doi.org/10.1007/s43151-023-00105-y kostenfrei Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 6 2023 4 08 11 177-195 |
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10.1007/s43151-023-00105-y doi (DE-627)SPR054128277 (SPR)s43151-023-00105-y-e DE-627 ger DE-627 rakwb eng Rinnooy Kan, Willemijn F. verfasserin (orcid)0000-0002-7424-7650 aut Diverse Sources of Trust: Sense of School Membership, Generalized Social Trust, and the Role of a Diverse School Population 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s) 2023 Abstract This study investigated how schools can contribute to students’ generalized social trust (GST). Positive social experiences with trust and the experience of being part of a fair and predictable social system are important sources of trust. Students’ sense of school membership (SSM) reflects these sources. We investigated the association between three aspects of SSM and GST in 9th grade of Dutch secondary schools (78 schools, 230 classrooms, 5167 students). The diversity of the school population, in terms of track and ethnicity, was included as a moderator. All three aspects of SSM appeared to be positively associated with GST. School ethnic diversity strengthened the association between ‘identification and participation’ and GST but weakened the association between ‘peer acceptance’ and GST. This creates an impetus to support all students to experience a sense of school membership and raises the question how students can profit more from the diversity of the school community. Sense of school belonging (dpeaa)DE-He213 Generalized social trust (dpeaa)DE-He213 Ethnic diversity (dpeaa)DE-He213 Secondary school (dpeaa)DE-He213 Munniksma, Anke aut Volman, Monique aut Enthalten in Journal of applied youth studies [Singapore] : Springer Singapore, 2020 6(2023), 4 vom: 08. Nov., Seite 177-195 (DE-627)1733552545 (DE-600)3038164-2 2204-9207 nnns volume:6 year:2023 number:4 day:08 month:11 pages:177-195 https://dx.doi.org/10.1007/s43151-023-00105-y kostenfrei Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 6 2023 4 08 11 177-195 |
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Rinnooy Kan, Willemijn F. |
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Rinnooy Kan, Willemijn F. misc Sense of school belonging misc Generalized social trust misc Ethnic diversity misc Secondary school Diverse Sources of Trust: Sense of School Membership, Generalized Social Trust, and the Role of a Diverse School Population |
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Diverse Sources of Trust: Sense of School Membership, Generalized Social Trust, and the Role of a Diverse School Population Sense of school belonging (dpeaa)DE-He213 Generalized social trust (dpeaa)DE-He213 Ethnic diversity (dpeaa)DE-He213 Secondary school (dpeaa)DE-He213 |
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Diverse Sources of Trust: Sense of School Membership, Generalized Social Trust, and the Role of a Diverse School Population |
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diverse sources of trust: sense of school membership, generalized social trust, and the role of a diverse school population |
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Diverse Sources of Trust: Sense of School Membership, Generalized Social Trust, and the Role of a Diverse School Population |
| abstract |
Abstract This study investigated how schools can contribute to students’ generalized social trust (GST). Positive social experiences with trust and the experience of being part of a fair and predictable social system are important sources of trust. Students’ sense of school membership (SSM) reflects these sources. We investigated the association between three aspects of SSM and GST in 9th grade of Dutch secondary schools (78 schools, 230 classrooms, 5167 students). The diversity of the school population, in terms of track and ethnicity, was included as a moderator. All three aspects of SSM appeared to be positively associated with GST. School ethnic diversity strengthened the association between ‘identification and participation’ and GST but weakened the association between ‘peer acceptance’ and GST. This creates an impetus to support all students to experience a sense of school membership and raises the question how students can profit more from the diversity of the school community. © The Author(s) 2023 |
| abstractGer |
Abstract This study investigated how schools can contribute to students’ generalized social trust (GST). Positive social experiences with trust and the experience of being part of a fair and predictable social system are important sources of trust. Students’ sense of school membership (SSM) reflects these sources. We investigated the association between three aspects of SSM and GST in 9th grade of Dutch secondary schools (78 schools, 230 classrooms, 5167 students). The diversity of the school population, in terms of track and ethnicity, was included as a moderator. All three aspects of SSM appeared to be positively associated with GST. School ethnic diversity strengthened the association between ‘identification and participation’ and GST but weakened the association between ‘peer acceptance’ and GST. This creates an impetus to support all students to experience a sense of school membership and raises the question how students can profit more from the diversity of the school community. © The Author(s) 2023 |
| abstract_unstemmed |
Abstract This study investigated how schools can contribute to students’ generalized social trust (GST). Positive social experiences with trust and the experience of being part of a fair and predictable social system are important sources of trust. Students’ sense of school membership (SSM) reflects these sources. We investigated the association between three aspects of SSM and GST in 9th grade of Dutch secondary schools (78 schools, 230 classrooms, 5167 students). The diversity of the school population, in terms of track and ethnicity, was included as a moderator. All three aspects of SSM appeared to be positively associated with GST. School ethnic diversity strengthened the association between ‘identification and participation’ and GST but weakened the association between ‘peer acceptance’ and GST. This creates an impetus to support all students to experience a sense of school membership and raises the question how students can profit more from the diversity of the school community. © The Author(s) 2023 |
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Munniksma, Anke Volman, Monique |
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