How Academic Performance Shapes Place Attachment of Primary School Students? A Chinese Qualitative Case Study

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Abstract

Previous research has demonstrated the effect of student attachment on academic performance, but very few studies inquiry the mechanism of academic performance on school attachment. To address this gap in the literature, this study explores how academic performance shapes primary students’ place attachment to specific school locations via a qualitative case study of 86 students, using grades, map drawings, and focus groups. Findings show that outdoor spaces are most preferred. Academic performance differentiates attachment to structured spaces: high-achievers favor classrooms, while low-achievers feel oppression. Offices elicit negativity, and toilets serve as relaxation spaces. It highlights attachment dynamics of specific space, offering implications for inclusive school design.

Authors

• Jiamin Cheng, East China Normal University

• Yijun Wu, East China Normal University

• Yuxi Xia, East China Normal University