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Creating Connectedness through Being Known: Fulfilling the Need to Belong in U.S. High Schools
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Chhuon, Vichet; Wallace, Tanner LeBaron – Youth & Society, 2014
A multidisciplinary body of literature has established that students' affective relationships with teachers are associated with important academic and developmental outcomes. In this article, we explored late adolescents' active interpretations of what we call "being known" in high school. Distinct from a generalized perception of the…
Descriptors: Adolescents, Adolescent Development, Reputation, Group Membership