Date

1-2017

Department

School of Education

Degree

Doctor of Education (EdD)

Chair

Joanne Gilbreath

Keywords

High School, Online, School Connectedness, Sense of Coherence, Student

Disciplines

Curriculum and Social Inquiry | Education | Educational Assessment, Evaluation, and Research | Educational Methods | Online and Distance Education | Other Education

Abstract

The purpose of this study was to determine the relationship between sense of coherence and school connectedness among online public high school students. The connection students make with their school can affect their well-being based on the stress they perceive from the school and its environment. The variables of interest were the sense of coherence score and the school connectedness score. A bivariate correlational research study was performed to determine if there was a significant relationship between the two variables. The sample was 83 high school students enrolled in an online public school. Each completed the Sense of Coherence – Orientation to Life Questionnaire (SOC-13) and the School Connectedness Survey. Data was analyzed using the Pearson’s Product Moment r to examine the relationship between the two variables. Results of the study found a negative correlation between the sense of coherence score, sense of coherence comprehensibility score, sense of coherence manageability score and school connectedness score. No correlation was found between the sense of coherence meaningfulness score and school connectedness score. Recommendations for future research include examining different populations and socioeconomics of the participants. A qualitative study is also recommended to examine motivation and academic support. This study will help online public high school administrators and faculty understand students like those enrolled in their schools and develop programs to help promote school connectedness and reduce stress

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