摘要：School bonding could be defined through various relations students have with their school, teachers, values and norms that school promotes. As such it is a strong protective factor for risk behaviour that violates such school norms. The aim of this study was to verify the attachment to school and the commitment to schooling as the two fundamental dimensions of school bonding. Two measuring scales were prepared in accordance with the conceptualization of Maddox and Prinz (2003). Data were collected on a sample of 1927 students of all secondary schools in the Primorsko-Goranska County. Two-dimensional construct was confirmed by factor analysis. The coefficient of reliability (Cronbach alpha) for the Attachment scale of ten items was 0.87, while the reliability of the Commitment scale of seven items was 0.86. Their conceptual differences were compared by two separate regression analysis with a list of predictor variables that examined the students’ relationship to school. The measures were also tested with regard to academic achievement, gender and type of school that students attend. Students who achieve better school grades show a higher level of attachment and commitment, while students of different types of schools do not differ significantly in their attachment to school, but they differ significantly in the commitment to carrying out school obligations. Girls and grammar school students reported a higher level of commitment to carrying out the school obligations, compared to students in vocational schools. The analysis carried out confirms the validity of the developed scales and their usefulness for further research of school bonding in Croatian language.
关键词：school bonding; attachment to school; school commitment
