School Connectedness: Using School Websites to Foster a Sense of Belonging in School

The current study explored the relationships between internet use, feelings of school connectedness, social anxiety, and interest in the school's website. Participants were 811 (n = 121) and 1 1th (n = 71) grade students from a rural upstate New York, middle and high school. Data was collected using the Social Use of the Internet Survey, which was designed to measure participants' internet use, interest in the school's website, feelings of school connectedness and loneliness. No significant mean differences were present between the 8 n and 1 1 grade groups on school connectedness and on interest in the school's website. Multiple regression analysis showed that for both 8lh and 1 1th grade samples, loneliness was a significant negative predictor of school connectedness. School connectedness and school contact via e-mail were significant predictors of school website interest among the 8 n grade sample, while in the 1 1th grade sample, being bullied was a significant predicator of school website interest. The qualitative findings of this study provide the school with valuable information regarding interest in using their school website, preferred online activities and opinions of their school website. School Connectedness and the Internet, 3 Increasing numbers of adolescents are using the Internet in their homes, schools, libraries and other community facilities (Pew Internet and American Life Project, 2001). The Pew Internet Survey conducted by the Princeton Survey Research Associates in 2000 found that 73% of the 754 adolescents they telephone surveyed used the internet for Emailing, surfing the web for fun, visiting entertainment sites, sending Instant messages and looking for information on hobbies were reported as the top five online activities of adolescents (Pew Internet and American Life Project, 2001). Most of the adolescents (94%) surveyed reported using the Internet to do school research, and a high percentage (74%) of them used the Internet as their main source for their most recent school project (Pew Internet and American Life Project, 2001). Students also reported downloading assignments from the web and using e-mail or Instant Messenger to contact teachers. Over half (58%) reported using a school website or teacher website. The majority of parents in the sample expressed positive feelings towards their children using the Internet for school, as it allowed access to homework help. Unique characteristics of the internet make it an appealing tool. The internet overcomes obstacles of physical distance, allowing people to form relationships and communicate world wide (McKenna & Bargh, 2000). Friends and family who are separated by distance can maintain relationships (McKenna & Bargh, 2000). Additionally, the internet allows individuals in remote areas convenient access to information and services that they would otherwise need to travel great distance to obtain (Young, 2005 ). The anonymous nature of the internet is an attractive feature for individuals seeking health or psychological advice (Young, 2005). Young's (2005) research on client attitudes toward online counseling found that 96% of adult participants (N=48) reported that their main School Connectedness and the Internet. 4 reason for seeking treatment for addiction online was the anonymity. This greater anonymity may also have a disinhibiting effect on clients, leading to greater honesty, which in turn facilitates individuals in the counseling process (Griffiths, 2005). For adolescents, the anonymity of the Internet provides them with a platform to openly discuss with peers sensitive issues such as romantic relationships and sexuality, which they may not feel comfortable discussing with parents, physicians or school personnel (McKenna & Bargh, 2000; Subrahmanyam, Greenfield & Tynes. 2004; Suzuki & Calzo, 2004). Suzuki and Calzo (2004) conducted a qualitative investigation of online bulletin boards created for concerns. The researchers were interested in what types of questions adolescents posted and responded to, how adolescents responded to their peers' questions, what questions elicited the most responses and the number of "hits," or responses viewed by participants. To conceal identities, pseudonyms were used rather than real names. The boards used in the study were monitored to prevent unsafe activity and profanity; however the questions and responses were otherwise uncensored. Postings fell within 14 general topic categories: Parents/Adults, Peers, Romantic Relationships, Personality/Mental Health, Grooming, Body Image/Exercise, Physical Health, Sexual Health, Pregnancy/Birth Control, Sexuality-Interpersonal, and School (Suzuki & Calzo, 2004). Questions about body image and exercise solicited the most replies (Suzuki & Calzo, 2004). The topics most frequently viewed were Peers, and Sexual Technique, Grooming and interpersonal sex. Users frequently provided personal opinions, offered actionable advice, concrete information, and shared personal experiences. Replies also contained emotionally supportive comments (Suzuki & Calzo, 2004). School Connectedness and the Internet. 5 The results of Suzuki and Calzo (2004) support the appeal of the internet as a private. anonymous tool for concerns and exploration, especially on the topic of sexuality. In an open, anonymous forum, adolescents were able to discuss issues important to them such as romantic relationships, sexuality, physical health, body image, exercise and situations with peers (Suzuki & Calzo, 2004). One limitation was that gay and lesbian youth, as well as adolescents questioning their sexual identity, may have been underrepresented in this forum as they may participate in sites that are more specific to their issues. Subrahmanyam, Greenfield and Tynes (2004) conducted a qualitative investigation of interactions in online chat rooms to investigate how sexuality and identity, two major developmental issues faced in adolescence, were constructed online. Similar to bulletin boards, chat rooms are open to the public, and users remain anonymous and have the option of active or passive participation. The researchers analyzed a 30 minute transcript from a monitored adolescent chat room that was randomly selected from a larger sample of chat dialogue that had been collected over a two month period. The chat room was specifically for adolescents, but did not have a particular focus for discussion. Users paid a monthly subscription fee and the site provided an adult monitor. Results showed that adolescents used the chat rooms to explore their identity and sexuality, socialize and build relationships (Griffiths, 2005; Subrahmanyam, et al., 2004; Suzuki & Calzo, 2004; Young, 2005). For example, Subrahmanyam et al. found that participants presented aspects of their identity (e.g. gender, sexual identity, interests) though their screen name, which enabled them to join a particular peer group, or attract sexual partners. By disclosing personal identity traits, adolescents "paired off making sexualized advances to invite others to talk in a private chat room (Subrahmanyam, et al., 2004). This phenomenon of pairing School Connectedness and the Internet. 6 off allows adolescents to experiment with sexuality and relationships, and may alleviate the pressure of traditional gender roles (Subrahmanyam. et al., 2004). Internet Use and PsychologicalAdjustment Ever growing interest in the internet use has prompted curiosity about the impact of internet use on individual's psychological adjustment and daily functioning. Kraut, Patterson, Lundmark, Kiesler, Mukopadhyay and Scherlis (1998) found that increases in internet use were associated with an increase in loneliness and decrease in one's social circle over participants first two years of internet use. Kraut et al. (1998) argued that the relationship was causal with internet use resulting in increased loneliness and social isolation. Compared to adults in the sample, adolescents showed greater increases in loneliness and decreases in social circles with increased internet use (Kraut et al., 1998). Results showed that participants mainly used the Internet for social communication, yet few participants made new friends and negative effects were observed in real life social functioning. Kraut et al. felt this paradox was due to the fact that close, quality, real life relationships in the real world were replaced by convenient, less quality, online relationships, which resulted in increased social withdrawal and feelings of loneliness. Internet use was likened to other forms of passive entertainment such as watching television or reading, also viewed as activities which decreased social interaction (Kraut et al., 1998). Similar to the results ofKraut et al., Morahan-Martin and Schumacher (2003) found that lonely adolescents spent significantly more time online weekly and used email significantly more compared to their non-lonely peers. Lonely motives for internet use were different from non-lonely peers in that they were significantly more likely to report using the Internet to relax, meet people, get emotional support, talk to people who shared similar interests, or to waste School Connectedness and the Internet. 7 time (Morahan-Martin & Schumacher, 2003). Among lonely adolescents, the anonymity of the internet was considered liberating, and internet communication was preferred over face-to-face communication (Morahan-Martin & Schumacher, 2003). Lonely users were also more likely to attest that they felt more like themselves online, that their online friends knew them better than friends in real life, and that the internet made it easier for them to make friends (Morahan-Martin & Schumacher, 2003). Gross, Juvonen, and Gable (2002) conducted a study with specific focus on use of Instant Messenger to investigate the relationship between psychological adjustment and Internet use. Participants (49 males, 81 females) completed a survey to gather demographic infor