THE RELATIONSHIP BETWEEN SCHOOL CONNECTEDNESS AND STUDENT WELL-BEING MODERATING ROLE OF PSYCHOLOGICAL VULNERABILITY

Abstract

Abstract Many research agrees that being connected at school is an important part of promoting student well-being, creating a sense of belonging, and improving overall academic and emotional growth. Not everyone is always connected to the school or that environment, various factors influence that connect. The aim of this study is to find out how psychological vulnerability affects the relationship between school connection and student well-being. 715 higher secondary students from Kcrala, through a multistage sampling techniques were selected for the study. Psychological vulnerability, sehoul ~onnectedness and student subjective wellbeing were measured through standardized assessment tool, which had cross cultural validity. Appropriate statistical analysis is conducted to test the hypothesis and the results show that psychological vulnerability moderates the relationship· between school connectedness and subjective well-being. The current findings indicates that a thorough understanding of psychological status and vulnerabilities of the student is very important in understanding their wellbeing. It also provides insights on incorporating mental health aspects in the selection and admission process in schools. Key words: student well-being, school connectedness, moderator, psychological vulnerability, higher secondary students

Specification

TITLE OF THE INVENTION
The Relationship Between School Connectedness and Student Well-Being:
Moderating Role of Psychological Vulnerability.
DESCRIPTION
FIELD OF THE INVENTION
[001] The current research primarily centres on the field of School Psychology. This pertains
specifically to the domain of a student's school-related well-being, where it is important to
understand the impact of psychological vulnerabi I ity on the connection betWeen feeling connected
to school and subjective well-being. This understanding is crucial for developing personalized
approaches to address underlying issues and enhance a sense of belonging an'd well-being.
BACKGROUND OF THE INVENTION
[002) Studies have demonstrated that students who experience a stronger sense of connection to
their schools are more inclined to report elevated levels of well-being. This encompasses
psychological well-being, such as experiencing happy emotions and overall happiness with life, as
well as behavioural well-being, which involves a reduced likelihood of engaging in risky activities.
The correlation between school connectedness and well-being is believed to be influenced by
several factors, such as positive relationships with students and teachers, a feeling of security, and
the perception of being appreciated within the school community. Research has shown that
students who have a high level of psychological vulnerability may not experience the same level
of positive impact from feeling connected to their school. This is because they are more prone to
stress and negative emotions, which can hinder the protective effects of school connectedness.
This emphasizes the significance of addressing psychological susceptibility through interventions
focused on fostering resilience, augmenting self-esteem, and advocating good coping mechanisms,
in addition to endeavours to enhance school connectedness.
[003) The relationship between school connectivity and student well-being is a topic that is gaining
increasing attention, particularly regarding the moderating impact of psychological fragility. This
study investigates whether the impact of school connectivity on well-being varies based on a
student's level of psychological fragility. Gaining a comprehension. of this interaction can offer
valuable understanding regarding which children may be more susceptible to negative well-being
outcomes, even if they have a strong sense of connection to their school. This understanding can
aid in the development of focused therapies.
[004) It is important to investigate the impact of psychological vulnerability on the relationship
between school connectedness and student well-being in order to have a more thorough
understanding of how vulnerability affects students' happiness and sense of belonging. it's not true
that all students benefit equally from school connectedness on their well-being. Students who are
more psychologically vulnerable gain less than their less vulnerable peers.
BRIEF SUMMARY OF THE INVENTION
(005) Student subjective well-being (SSWB) has received considerable focus in the field of
educational psychology because to its inclusi011 of students' emotional, cognitive, and social
experiences in the school setting (Tian et al., 2015). SSWB, or social and emotional well-being, is
crucial as it has a significant impact on both academic achievement and overall life contentment
and psychological well-being. A key aspect in comprehending SSWB is the notion of school
connection, which pertains to students' experience of receiving care, support, -and a sense of
belonging within their school community (Wang & Eccles, 20 12). Extensive levels of school
connectivity have repeatedly been associated with favourable outcomes, including reduced levels
of sadness and anxiety, heightened self-esteem, and improved academic performance (C. A.
Mcneely et al., 2002).
Nevertheless, the correlation between school connectedness and subjective well-being varies
across different adolescents. Psychological vulnerability, which refers to being easily affected by
stress and having a tendency to feel unpleasant emotions, could potentially influence the
relationship in question (Sinclair & Wallston, 2004). Students who have a high level of
psychological vulnerability may find it difficult to fully experience the good consequences of
feeling connected to their school. This is because their increased sensitivity to unpleasant
experiences might weaken the positive emotions that come with having a strong sense of belonging
(N. Allen et al., 2015; Maxwell et al., 2017). Hence, it is vital to comprehend the impact of
psychological vulnerabi lily on the correlation between school connectedness and student
subjective well-being (SSWB) in order to devise precise interventions that can effectively improve
student well-being.
Studies have demonstrated that students who have a high degree of psychological vulnerability
tend to display lower levels of subjective well-being, even in cases where they feel strongly
connected to their school (Bowes et al., 20 I 0; Maxwell et al., 20 17). These children may have a
more negative perception of social connections or experience stress more intensely, which might
reduce the good effect of feeling connected to school on their overall well-being. Moreover,
psychological susceptibility can intensifY sensations of solitude or exclusion, resulting in a harmful
cycle where the very setting designed to assist students becomes a cause of strain and.unease (Cook
et al., 20 I 0). This imp I ies that programs designed to enhance sehoul connectedness may need to
be customized to accommodate variations in psychological susceptibility among individuals.
Furthermore, the presence of psychological fragility emphasizes the necessity for a tailored
strategy to promoting student well-being (Nguyen-Thi-phuong et al., 2022). Although
implementing universal techniques to improve school connectivity is advantageous, children who
exhibit greater psychological vulnerability may necessitate supplementary assistance, such as
counselling or social skills training, in order to fully reap the benefits of these initiatives. When
establishing programs to improve social, emotional, and well-being (SSWB) in schools, it is
crucial to take into account the specific requirements of each student. This includes ensuring that
the most vulnerable pupils are not overlooked or neglected.
Ultimately, the correlation between a student's subjective well-being and their sense of connection
to school is intricate and can be affected by personal factors, such as psychological susceptibility.
By acknowledging and dealing with the influence of psychological susceptibility, educators and
policymakers can develop more efficient approaches to enhance student well-being, guaranteeing
that all students, irrespective of their psychological characteristics, have the chance to flourish in
the educational setting. The objective of this investigation is to examine how students'
susceptibility to negative emotions influences the relationship between their sense of connection
to school and their overall well-being.
Methods
Sample
This cross-sectional quantitative study comprised 715 valid participants, consisting of 473 females
(66.1 %) and 242 males (33.8%) aged 14-16. Eleven participants were excluded due to incomplete
responses. The participauls were selected from 14 higher secondary institutions located in Thrissur
District, Kerala, India. The researcher collected questionnaires, inputted data into Excel, then
imported it into SPSS software, securely stored it in a password-protected file on a laptop.
Procedure
The research issues were addressed usmg a correlational research approach. The researcher
employed a multi-stage sample methodology, acquired authorization from the Institutional Review
Board, and engaged in communication with the institution's management, Principals, and Parents
in order to collect data. Students autonomously choose their involvement in a study, guaranteeing
that it would not impact their personal or social evaluations. The individuals completed a consent
form that detailed the goals, requirements, ability to withdraw, and confidentiality of the survey.
Measures
School Connectedness Student Survey (SCSS by MSIP AQ-2008)
The School Connectedness Student Survey (Johnson, 20 I 0) is a I 0-item questionnaire used to
measure students' perception of school connectedness. This survey is a subset of the questions
from the Missouri School Improvement Process Student Advanced Questionnaire (MSIP AQ)
administered by Missouri Department Elementary and Secondary Education (DESE). The
subsections of the survey are school climate (6 items) and· equity (4 items). Cronbach alpha
reliability coefficient of0.82 has been reported for the school connectedness scale, indicating that
this scale is reliable for use in basic research. Participants were asked to rate the I 0 items using 5
-point. Likert scale from I (strongly disagree) to 5 (strongly agree). A sample items from the scale
is: (I) 'lllere is a feeling of belonging at my school, (2) I feel safe at school.
• Student Subjective Well-being Questionnaire (SSWQ- Renshaw eta/., 201 5)
This is a I 6 items self-report behaviour rating scale for measuring Youths' school- specific wellbeing.
The SSWQ (Renshaw et al., 20 I 5) comprises four subscales. Joy of learning, school
connectedness, educational purpose, and academic efficacy. This 4-point Likert scale from I
(almost never) to 4 (almost always) has been developed by Renshaw et al (20 I 5) \Vith Coefficient
a 0.86 is reported showing good reliability. Sample items from the scale are: (I) I get excited about
learning new things in class. (2) I feel like I belong at my school.
• Psychological Vulnerability Scale (PVS- Sinclair & Wt~llston,J999)
The purpose of the Psychological Vulnerable scale (Sinclair & Wallston, I 999) is to detect persons
who are susceptible to psychological distress or harm. The term refers to a collection of six
cognitive patterns or thoughts that are not helpful and can lead to bad reactions to stress. These
patterns are related to feelings of relying too much on others, striving for perfection, being critical
of oneself, making negative assumptions, and seeking approval from other sources (Sinclair &
Wallston, 1999; 20 I 0). It is a self-administered 6 item instrument with 5-point Likert scale from I
(does not describe me at all) to 5 (describes me very well). Internal consistency alpha has been
reported for this scale is 0.69, it shows an adequate reliability for the study. Th~ sample items of
this scale are: (I) I am frequently aware of feeling inferior to other people. (2) I tend to set my
goals too high and become frustrated trying to reach them.
Data Analysis
[006) SPSS version 21 is utilized for conducting descriptive statistics in data analysis, while
AMOS version 23 is employed for moderation analysis.
Moderation Analysis
To test moderation, we used 'interaction term' method using SEM (Structural Equation·
Modelling). An interaction term is created by multiplying the independent variable with the
moderator variable. This interaction term will provide information on whether the existence of the
moderator has a substantial impact on the link between the independent variable and the dependent
variable. In this study, we employed.a path model that incorporated composite variables to conduct
the moderation analysis.
Procedure
The moderation analysis technique consists of four steps: mean centring, creating an interaction
term, creating a structural equation path (SEM) model, and interpreting the output. (lecture-series
moderation-analysis- in-spss-Amos)
Mean Centring
1007] In order to evaluate the connection, it is necessary to create a product phrase that combines
Psychological Vulnerability and school connectivity. To address the issue of significant
collinearity among the original constructs, which might lead lu issues in the analysis (Frazier et
al., 2004), one approach is to mean centre the variables. Prior to constructing the product term, it
is necessary to standardize the independent variable and the moderator by subtracting mean value.
Given that this is a path model, our focus lies solely on the composite variables of the independent
variable and moderator. We performed this step using SPSS. Table I shows th!' values
Table 1
To/a/number, mean am/ stmulard deviation of study variables
Variable N Mean so
School Connectedness 715 18.2 3.7
Psychological Vulnerability 715 II 3.5
Students Subjective Well-being 715 17.9 3.6
Table I displays the inclusion of 715 participants in the study. The table depicts the Mean and
Standard Deviation (SD) values for school connectedness (18.2, 3.7), Psychological Vulnerability
(I I, 3.5), and Students Subjective Well-being (17.9, 3.6) accordingly.
1008) Creating the centred variables, need to add a product term (interaction) variable. To do that,
it's necessary to calculate the product of the two variables, namely centre School Connectedness
(SC) and centre psychological Vulnerability (PV). This will generate an interaction term that is
necessary for evaluating moderation. Establish the mean-centred variables and the interaction
~ variable, then proceed to visually represent the moderation in the AMOS graphic interface.
(009) The Path model is constructed using an independent variable (IV), a dependent variable
(DY), and a moderating variable (MY). Figure I displays the path model generated using AMOS
version 23.
Figure 1
Patlz model of Motleratio11
Note: Adapted from AMOS version 23
Helpful Hints: SC-School Connectedness, PV- Psychological Vulnerability, PYx SC -interaction
term
Analyse the Out put
(0010] The study assessed the moderating role of Psychological Vulneral:iility (PV) on the
relationship between School Connectedness (SC) and Student Subjective Well-being (SSWB).
Moderation analysis summary is presented in Table 2
Table 2
Moderation analysis Summary
Variable Beta (/3) /-value P-value
SSWB <- sc 0.444 14.065 •••
SSWB <- PV -0.083 -2.485 0.013*
SSWB <- PVxSC -0.375 -3.435 •••
•••p=<.001.·=<.05
Note: SSWB-Studem Subjeclivt: well-being, SC- school Connectedness, PV-Psychological Vulnerability.
Table 2 indicates a negative and significant impact of PV on the relationship between SC and
SSWB (/J = -0.375, t = -3.435, P = 0.000).
To acquire a more thorough understanding of the moderating effects, it is necessary to do a slope
analysis using the Spss 21 version. The findings of the fundamental slope analysis are shown in
Figure 2.
Figure 2
Slop Analysis
Note: Adapted from SPSS version 2 I
Helpful.Hints: 'SC-School Connectedness, PV- Psychological Vulnerabilit)', PYx SC -interaction
term, SSWB- Students Subjective Well-being
X-Axis; SC, Y -Axis ;SSWB
high PV. According to Figure 2, there is a decline in the strength of the association between SC
and SSWB as the level ofPV increases, leading to dispute.
Probing the interaction
[0011 J In the given moderation example, it is evident that the interaction has a substantial and
adverse impact. However, it is essential to get the additional information regarding the nature of
the interaction or the specific influence of the moderator on the relationship between the
independent and dependent variables. Conduct an analysis of the interaction by exploring the
variations in the relationship between the independent variable and the dependent variable at
different levels of the moderator.
In order to test various levels of a moderator, first investigate the process of evaluating a moderator
at lower levels. This will include building a new "low level moderator" that is one standard
deviation below the mean of the original moderator (Mean - I SD). In contrast, conduct a "high
level moderator" test by evaluating the moderator who falls one standard deviation above the
average (Mean +I SD).
The first step is to calculate the standard deviation for the moderator construct. The moderator of
PV has a standard deviation of 3.518. Now, examine the interaction in situations where the
moderator's level is low. It is necessary to create a new variable in the dataset that reflects the
moderator at low values. The procedure of obtaining the low moderator value by adding the
standard deviation may appear unusual, but it is required to accurately represent the low values of
the moderator. Given that this is a standard deviation (SD), a lower probability value (PV) would
result from being further away from the mean (below the mean) by increasing the distance from
the mean value.
Probing the interaction -Low Moderator
In the output the only relationship concerned with is that of SC to SSWB. Here in this result the
table 3 depicts that how this relationship changes when low PV is included. And also, can notice
that the interaction results and moderator relationship to SSWB did not change from the original
analysis.
Table 3
Probing the intemction with Low PV
For ana·lysing the circumstances in which the moderator displays strength or reaches high levels
of effectiveness. To achieve a closer proximity to the mean, it is advisable to decrease the standard
deviation rather than increasing it in ihis particular scenario. Pr~viously, it is performed
calculations and generated a high PV (predictor variable) and interaction term. Then conducted a
moderation analysis using AMOS. Accessing the estimates link in the output revealed that the
association between SC and SSWB was statistically negligible, as shown in table 4.


Brief Description of the Drawing
[0013[ the complete description of the current research work is proposed in this section. The
research is examining the moderating role of Psychological Vulnerability on the relationship of
School Connectedness. and Student Subjective Well-being. This invention will be described and
explained with the accompanying drawings in which:
Figure l: Path Analysis
Figure 2: Slop Analysis
DETAILED DESCRIPTION
[0014] The correlation between school connectedness and student well-being has been extensively
studied, emphasizing that a robust feeling of belonging and positive interpersonal connections
within the school setting greatly enhance children' overall mental and emotional well-being (Eccles
& Roeser, 20 I I). Nesi et al., (20 18) posits that there is a correlation between school connectedness
and other favourable outcomes, such as decreased levels of anxiety, despair, and overall stress.
Nevertheless, the influence of psychological vulnerability in this association implies that the
advantages of school connectedness may not be equally felt by every student. Psychological
vulnerability, which encompasses qualities like diminished self-worth, pessimistic thought
patterns, and a propensity for anxiety, might influence students' perception of and capacity to
::!:: derive advantages from their educational setting (Eccles & Roeser, 20 II; Saariaho et al., 20 18).
[0015[ Students who have a greater susceptibility to psychological challenges may find it difficult
to fully participate in the school setting, even while the overall atmosphere is helpful. These
children may have a more negative perception of social interactions or may not feel as connected
as their less susceptible friends, which could reduce the positive impact of school connectivity on
their well-being. Even in a favourable school setting, susceptible adolescents may internalize
stressors or experience heightened anxiety, which can reduce the protective advantages that school
connectivity usually provides against mental health problems (Carballo et al., 2020; Nesi et al.,
20 18).
[0016] Research findings indicate that when the degree of psychological vulnerability is low,
there is a significantly stronger association between school connectedness and student wellbeing.
Students with reuuced psychological vulnerability typically have stronger self-esteem,
superior emotional regulation, and more effective coping mechanisms. These qualities allow
them to fully participate in their school environment. These students are more inclined to view
school as a nurturing and favourable environment, which enhances the advantages of feeling
connected to school on their overall state of well-being. For example, when children have a
strong feeling of belonging and excellent interactions with their peers in school, it can result in
improved emotional well-being, increased drive to succeed academically, and decreased
symptoms of anxiety and depression (K. Allen et al., 2018; Arslan & Co~kun, 2022). In
addition, the protective effects of school connectedness in mitigating stress and other adverse
events are more evident among students with low psychological susceptibility. These students
are more adept at utilizing social support and other resources within the school environment
(Lester et al., 20 13) his phenomenon highlights the significance of creating conducive
circumstances that promote psychological resilience. By doing so, it is good to enhance the
beneficial effects of school connectivity on the well-being of students.
[0017] Study result shows when an individual is very psychologically vulnerable, the connection
between feeling connected to school and the well-being of the student may lose its significance.
This is because the negative impacts of vulnerability can outweigh the potential advantages of
having a supportive school environment. Students with high psychological vulnerability,
characterized· by traits such as anxiety, depression, and low self-esteem, may have distorted
perceptions and interactions with their school environment. As a result, they may struggle to fully
experience the benefits of feeling connected and supported by their school. Under such
circumstances, the internal conflicts experienced by these children may hinder their involvement
in the school community or their utilization of social services, so diminishing the beneficial effects
that school connectedness usually has on their well-being (Arslan & Co~kun, 2022; Bond et al.,
2007; Suldo et al., 2009). Moreover, the heightened psychological vulnerability and the presence
of negative cognitive biases may cause students to view school-related interactions in a more
pessimistic manner. This, in turn, diminishes the positive impact of school connectedness and leads
to an inconsequential correlation between the two factors (Carballo et al., 2020; Eccles & Roeser,
2011) his implies that solely focusing on improving school connectivity may not be enough to
promote the well-being of highly sensitive adolescents, unless the underlying psychological
vulnerabilities are also addressed.
[0018] Considering this, treatments intended to improve student well-being should not solely
concentrate on fostering school connectedness,. but also on treating the psychological
vulnerabilities that may impede certain students from fully capitalizing on their school
environment. To cater to the requirements of psychologically susceptible students, it may be
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CLAIMS
(0012] We claim,
Psychological vulnerability is an innate characteristic of human beings, with each individual
having a specific degree of susceptibility. During adolescence, this increased sensitivity might lead
to psychological difficulties when faced with stressful circumstances. Students who fail to learn
the necessary skills and information for good mental health during their formative phase are likely
to face unfavourable effects in their future mental well-being and their relationship to the
institution.
Claim 1 claims that it is important to investigate the impact of psychological vulnerability on the
relationship between school connectedu~ss and student well-being in order to have a more
thorough understanding of how vulnerability affects students' happiness and sense of belonging.
Claim 2 claims that it's not true that all students benefit equally from school connectedness on
their well-being. Students who are more psychologically vulnerable gain less than their less
vulnerable peers.
Claim 3 claims that standard interventions meant to improve school connectedness might not work
for students who are more psychologically vulnerable. These students need more individualized
methods that deal with underlying psychological problems while also improving connectedu~ss.
Claim 4 claims that there is a complicated link between feeling connected at school and a student's
well-being. Personality traits like feeling vulnerable can counteract the good effects of social bonds
at school.
Claim 5 claims that when making programs to help students feel more linked to their school,
educational policies and practices should think about the role of psychological vulnerability. This
way, they can make sure that the programs work for all students, but especially for those who are
more at psychological risk.

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