摘要：Abstract : This study presents a critique of Jaana Juvonen’s Sense of Belonging Model. Juvonen highlights that the quality of a student’s teacher and peer relationships determine whether he or she belongs to his or her school. As Juvonen’s Model only presents a few specific teacher, student, and peer behaviors, her model also does not demonstrate the role that a student’s scholastic environment plays in the academic motivation and/or achievement process. In addition, this study clarifies that very few of a student’s personal behaviors are researched in literature. However, this study does illustrate many teacher and peer behaviors that are published by various authors. Moreover, various pro-social and anti-social behaviors of students, peers, and teachers are discussed. Finally, this study emphasizes several non-behavioral or environmental factors, which impact a student’s sense of belonging, followed by his or her academic achievement.
