Talk:School belonging/GA1

GA Review

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Reviewer: CaroleHenson (talk · contribs) 06:04, 23 April 2020 (UTC)

Hello, I am happy to perform a review of this article. My approach is to review each section, make minor edits as I go along (links, punctuation, etc.) to save us both time and effort, and then assess the article against GA criteria. Feel free to revert edits that I make if you disagree.–CaroleHenson (talk) 06:04, 23 April 2020 (UTC)

Introduction

• The introduction is well-written and I have no suggestions for any of the existing content. I think that the writing style is very professional, while also accessible, for a complicated / multi-faceted concept.
• I do think it would be good to have a third paragraph (3-6 sentences) to summarize measures and implications.–CaroleHenson (talk) 06:19, 23 April 2020 (UTC)

 Done–CaroleHenson (talk) 20:01, 30 April 2020 (UTC)

• As an aside, generally content in the lede does not need to be cited unless it's a claim or a quote. However, I personally do not have a problem with citations in the lede, as the reader can determine the sources while reading the intro.–CaroleHenson (talk) 06:33, 23 April 2020 (UTC)

Prevalence and trajectory

• I made two minor edits, the link to PISA and I changed "1 to 5" to "One to five" since it was at the start of a sentence. See here.
• No comments or suggestions, great job!–CaroleHenson (talk) 06:35, 23 April 2020 (UTC)

Academic factors

• I had some minor edits here, placing links at the first instance of article titles in the body of the article.–CaroleHenson (talk) 07:00, 23 April 2020 (UTC)

Personal characteristics

• Again, this section looks great. I have no comments or suggestions. I added some links here. Please look at Emotional instability that redirects to Borderline personality disorder, which may be too narrow in scope / better to do without it.–CaroleHenson (talk) 07:17, 23 April 2020 (UTC)

I removed the link to Emotional instability - better to be safe that give the wrong impression.–CaroleHenson (talk) 00:51, 24 April 2020 (UTC)

Social relationships

• Looks good!–CaroleHenson (talk) 07:18, 23 April 2020 (UTC)
• Please see the third bullet, though, under General comments for the Social relationships subsections.–CaroleHenson (talk) 22:22, 23 April 2020 (UTC)

Peers

• Great!–CaroleHenson (talk) 07:21, 23 April 2020 (UTC)

Parents

• I added one piped link, parent-child relationships.
• This section looks good!–CaroleHenson (talk) 07:28, 23 April 2020 (UTC)

Teachers

• I'll pick up the review here.–CaroleHenson (talk) 07:29, 23 April 2020 (UTC)
• Great section - and very interesting!–CaroleHenson (talk) 22:08, 23 April 2020 (UTC)

Demographic characteristics

• Please see the third bullet under General comments for the gender and race subsections.–CaroleHenson (talk) 22:22, 23 April 2020 (UTC)

Gender

• No comments or suggestions re the content that is here.–CaroleHenson (talk) 22:10, 23 April 2020 (UTC)

Race and ethnicity

• No comments or suggestions re the content that is here.–CaroleHenson (talk) 22:22, 23 April 2020 (UTC)

School climate

• Good.–CaroleHenson (talk) 22:29, 23 April 2020 (UTC)

Extracurricular activities

• Good.–CaroleHenson (talk) 22:29, 23 April 2020 (UTC)

Consequences

Psychological health and adjustment

• Good, interesting section.–CaroleHenson (talk) 22:34, 23 April 2020 (UTC)

Academic development and outcomes

• Another great section.
• Is there any information about how school belonging affects the likelihood that students will continue their education after high school graduation (trade schools, colleges, etc.)?

It is probably better to wait until someone more familiar with the topic can weigh-in. I am not finding anything specifically about the degree to which high school students seek higher education based on the degree to which they have a good sense of school belonging. But, it seems that some universities study the sense of belonging of freshman college students. That may be a way to tackle it, if someone is interested.

And, content about university belonging may be a helpful addition. (e.g., the degree to which is differs from school belonging).–CaroleHenson (talk) 20:12, 30 April 2020 (UTC)

Physical health

• It is likely that I just don't know, but I am surprised by Students who possess feelings of school belonging exhibit reduced risk of having a stroke or disease.[13] I understand the disease part, but am surprised by the reduced risk of having a stroke. I googled "Prevalence of stokes among children" and found that its more prevalent than I would have thought. Does it need to be called out as a separate condition from disease here? You know the information about this... if it is warranted, that's fine.
• I would think that a bit of this is circular issue. If the school children have a better sense of belonging, and have better health, they will have fewer missed days, which is likely to help them have better academic performance, and I assume that helps with school belonging. Is there any information that is relevant and informative about how better physical health helps to improve school belonging? If I am going down a rabbit hole, I get it, I am just curious.–CaroleHenson (talk) 22:40, 23 April 2020 (UTC)

Both of these were out of curiosity and not an issue at all.–CaroleHenson (talk) 05:57, 26 April 2020 (UTC)

Yep, these can be skipped.–CaroleHenson (talk) 20:13, 30 April 2020 (UTC)

Measures

• I think it would be helpful to have an overview of how and when the measures are used. Perhaps 2-3 sentences, or more if warranted.–CaroleHenson (talk) 22:54, 23 April 2020 (UTC)

This would be a nice addition, if someone wants to step in and work on this, but it's not necessary to pass as a GA article.–CaroleHenson (talk) 20:14, 30 April 2020 (UTC)

Psychological Sense of School Membership (PSSM)

• Looks good.
• I like that you have provided a few examples of the statements that the students are rating. It's very helpful!–CaroleHenson (talk) 22:54, 23 April 2020 (UTC)

Hemingway Measure of Adolescent Connectedness (HMAC)

• Is there a particular reason why words are italicized in this section (beyond the ranking and questions), such as connectedness, social connectedness, academic connectedness, and family connectedness?

 Done I removed italics from words in this section for consistency throughout the article.–CaroleHenson (talk) 00:55, 24 April 2020 (UTC)

• It is not a big deal at all, but it would be nice if the way that the rankings are explained consistently - regarding the number and what the value means. I like the version in this measure: scale ranging from 1 (Not true at all) to 5 (Very true). Or, perhaps for the 2nd through 4th measure. This does not in any way affect if this article passes, it's really a personal preference item.–CaroleHenson (talk) 22:54, 23 April 2020 (UTC)

School Connectedness Scale (SCS)

Looks good.–CaroleHenson (talk) 22:54, 23 April 2020 (UTC)

School Engagement Instrument (SEI)

Looks good.–CaroleHenson (talk) 22:54, 23 April 2020 (UTC)

Implications for practice

• Regarding citations for bulleted lists, since you put the citation at the sentence leading into the list, you do not need citations at each item.
• Did you do that because each line is a quote (a criteria for when a citation is needed)?
• The quotation marks and inline citations could be eliminated through the use of a {{quote}} template and author parameter. Like this:

1. Implementing high standards and expectations, and providing academic support to all students.
2. Applying fair and consistent disciplinary policies that are collectively agreed upon and fairly enforced.
   — Wingspread Declaration on School Connections, Centers for Disease Control and Prevention (CDC)[32]

I will try that and you can revert it if you disagree.–CaroleHenson (talk)

• Is there any information about how widely the Wingspread Declaration on School Connections is being used in schools? Any feedback about its effectiveness yet?–CaroleHenson (talk) 23:27, 23 April 2020 (UTC)

This would be a nice addition, if someone wants to step in and work on this, but it's not necessary to pass as a GA article.–CaroleHenson (talk) 20:15, 30 April 2020 (UTC)

General comments

• It would be nice to have some images from commons. I inserted two images from commons based upon a search of school and happiness. I would be happy to look for images if there are specific concepts you'd like me to look for... or you may look directly at commons.

 Done I added some, which can be moved or removed, but it's a start.–CaroleHenson (talk) 00:49, 24 April 2020 (UTC)

• It is also possible that a chart or graph could be created for any of the statistics. Something to think about.–CaroleHenson (talk) 06:43, 23 April 2020 (UTC)
• The sections about the social and demographic characteristics are well-written, but I wonder if having some statistics from the studies - and mentioning which studies would help bring the points home, especially for the gender and race sections. It seems like essentially that there are studies that cancel one another out. Is it really that crystal clear? Are there factors that may affect the results (what country or types of countries they are performed in? private vs. public school? socio-economic class?) Anything from the studies that will provide greater insight?–CaroleHenson (talk) 22:27, 23 April 2020 (UTC)

This would be a nice addition, if someone wants to step in and work on this, but it's not necessary to pass as a GA article.–CaroleHenson (talk) 20:15, 30 April 2020 (UTC)

GA criteria

GA review (see here for what the criteria are, and here for what they are not)
It is reasonably well written. a (prose, spelling, and grammar): b (MoS for lead, layout, word choice, fiction, and lists): It is factually accurate and verifiable. a (references): b (citations to reliable sources): c (OR): d (copyvio and plagiarism): It is broad in its coverage. a (major aspects): b (focused): It follows the neutral point of view policy. Fair representation without bias: It is stable. No edit wars, etc.: It is illustrated by images, where possible and appropriate. a (images are tagged and non-free images have fair use rationales): b (appropriate use with suitable captions): }
Overall: Pass/Fail:
· · ·

Comments

This article is very well-written and does not need to have anything done to it to pass GA, but it would be nice to:

• Expand the introduction a bit re: Measures and Impact

This is  Done.–CaroleHenson (talk) 20:17, 30 April 2020 (UTC)

• Make a couple of tweaks to use of italics and the description of ranking for consistency]

I fixed the italics ( Done) - and the ranking description is not a big deal at all.–CaroleHenson (talk) 05:54, 26 April 2020 (UTC)

• It would be nice to have some images

 Done I added some, which can be moved or removed, but it's a start. They are properly tagged and relevant, with captions.–CaroleHenson (talk) 00:49, 24 April 2020 (UTC)

• There are a few questions that I think could help round out the article a bit more (e.g., how measures are used, more detail about the study of demographic characteristics, etc. which are stated in the sections above.)

This would be a nice addition, if someone wants to step in and work on this, but it's not necessary to pass as a GA article.–CaroleHenson (talk) 20:17, 30 April 2020 (UTC)

I have found that the person that nominated this article is rarely online, and I am unable to email them. So, I will address the easy items and see if they show up to address the "meatier" issues. If not, as I say, I think this article is already in GA condition.–CaroleHenson (talk) 00:10, 24 April 2020 (UTC)

I color-coded the open items in the article sections for easier identification.–CaroleHenson (talk) 01:13, 24 April 2020 (UTC)

I am passing this article as a good article.–CaroleHenson (talk) 20:17, 30 April 2020 (UTC)