Factors influencing school connectedness: Chinese adolescents' perspectives

Mantak Yuen*, Patrick S.Y. Lau, Queenie A.Y. Lee, Norman C. Gysbers, Raymond M C CHAN, Ricci W. Fong, Y. B. Chung, Peter M.K. Shea

*Corresponding author for this work

Research output: Contribution to journalJournal articlepeer-review

24 Citations (Scopus)


This study explored the concept of school connectedness and the factors that may influence its development with a sample of Chinese adolescents. Six focus groups involving 52 high school students were conducted using a set of predetermined discussion topics. Results indicated that the students fully understood the notion of school connectedness and could identify a number of key influences affecting its development. These factors could be grouped under several domains including teacher care, peer relations, broader school relationships, school disciplinary policies and practices, activities within the school's guidance and counseling program, and opportunities for talent development. The students were also able to suggest practical strategies that schools might introduce to enhance and strengthen students' acquisition of connectedness to school. The implications from the findings are discussed with particular reference to implementing comprehensive school guidance and counseling program in Hong Kong.

Original languageEnglish
Pages (from-to)55-63
Number of pages9
JournalAsia Pacific Education Review
Issue number1
Publication statusPublished - Mar 2012

Scopus Subject Areas

  • Education

User-Defined Keywords

  • Adolescents
  • Chinese
  • Comprehensive school guidance and counseling program
  • High school
  • Positive youth
  • School connectedness


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