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School Identification

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Handbook of Research on Student Engagement

Abstract

This chapter provides a framework for understanding the integral role of school identification in shaping students’ social and learning behavior. In the first part of this chapter, the components of identification (belonging and valuing) are described from a theoretical perspective. Next, the development of identification in students is described, and contextual factors that affect the development of identification are highlighted. These contextual factors are: association with similar others, feelings of safety, being treated fairly, and teacher supportiveness. A model is forwarded that relates identification to student behavior and learning. Finally, behavioral correlates of school identification that explain the direct and indirect relationships of identification with students’ academic success are presented. Three assumptions underlie the position taken in this chapter. First, identification with school is “affective”; that is, it involves emotion more than cognition, and it is comprised of a particular set of attitudes toward school and school work. Second, these attitudes shape student behavior and vice versa. Third, identification with school develops over time so that its precursors may be seen in the early grades.

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Author information

Authors and Affiliations

  1. Department of Adolescence Education, Canisius College, Buffalo, NY, 14208, USA

    Kristin E. Voelkl Ph.D.

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  1. Kristin E. Voelkl Ph.D.
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Correspondence to Kristin E. Voelkl Ph.D. .

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Editors and Affiliations

  1. Dept. Educational Psychology, University of Minnesota, E. River Road 56, Minneapolis, 55455, Minnesota, USA

    Sandra L. Christenson

  2. Dept. Educational Psychology &, Instructional Technology, University of Georgia, Aderhold Hall 325N, Athens, 30602, Georgia, USA

    Amy L. Reschly

  3. Educational Research, New Zealand Council for, Wellington, New Zealand

    Cathy Wylie

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Voelkl, K.E. (2012). School Identification. In: Christenson, S., Reschly, A., Wylie, C. (eds) Handbook of Research on Student Engagement. Springer, Boston, MA. https://doi.org/10.1007/978-1-4614-2018-7_9

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