The Effects of School Bonding on High School Seniors’ Academic Achievement

Authors


concerning this article should be addressed to Julia Bryan, Department of Counseling, Higher Education, and Special Education, University of Maryland at College Park, 3214 Benjamin Building, College Park, MD 20742 (e-mail: jabryan@umd.edu)

Abstract

The authors examine the effects of school bonding on academic achievement (measured by math achievement scores) in a sample of 12th graders from the Educational Longitudinal Study of 2002 (Ingels, Pratt, Rogers, Siegel, & Stutts, 2005). Components of school bonding have proximal and distal effects on academic achievement. Attachment to school and school involvement had direct effects on achievement; attachment to teachers and school commitment behaviors had indirect effects on achievement through school-related delinquency and prior achievement. Implications for counselors are discussed.

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