Article Gold Open Access 2025

The role of perceived teacher, peer, and parental support in school belonging among vocational high school students

AR
Adinata, Rangga Satria
 SW
Srisayekti, Wilis
 JR
Jatnika, Ratna
International Journal of Adolescence and Youth
Journal · Vol. 30 · Issue 1 · Art. 2526459
Abstract

This study investigates the role of perceived support from teachers, peers, and parents in fostering school belonging among vocational high school students. A total of 567 students participated in this research. Data were analysed using Structural Equation Modeling–Partial Least Squares (SEM-PLS). The results indicate that perceived teacher emotional support, perceived teacher instrumental support, and perceived parental emotional support significantly predict students’ sense of school belonging. Among these, only perceived teacher emotional support demonstrated a substantive impact, albeit with a small effect size. These findings differ from those of prior studies, suggesting the need for further research that explores how variations in the conceptualization of school belonging and sample characteristics may influence the results. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Keywords

Author Keywords

Vocational school parental support peer support School belonging teacher support

Index Keywords

human adolescent Article Vocational education structural equation modeling vocation human experiment normal human major clinical study teacher high school student emotional support child Peer support partial least squares regression effect size sense of school belonging
Author Affiliations
Department of Psychology, Universitas Padjadjaran, Bandung, West Java, Indonesia
Funding & Acknowledgements
No funding information
References 10 References
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