The relationships between school belonging and students’ motivational, social-emotional, behavioural, and academic outcomes in secondary education: a meta-analytic review

By H. Korpershoek, E. Canrinus, M. Fokkens-Bruinsma, H. de Boer. Research Papers in Education, 2019

460 citations recorded by the source corpus.

ABSTRACT This meta-analytic review examines the relationships between students’ sense of school belonging and students’ motivational, social-emotional, behavioural, and academic functioning in secondary education. Moreover, it examines to what extent these relationships differ between different student groups (grade level, SES), measurement instruments, and region. The meta-analysis included 82 correlational studies, published in peer-reviewed journals between 2000 and 2018. Results revealed, on average, a small positive correlation with academic achievement, and small to moderate positive correlations with motivational outcomes such as mastery goal orientations; with social-emotional outcomes such as self-concept and self-efficacy; and with behavioural outcomes such as behavioural, cognitive, and agentic engagement. A small negative correlation is observed with absence and dropout rates. Similar results are found across different student groups (grade level, SES). Although the results vary to some extent across measurement instruments and region, generally, the results reveal that school belonging plays an important role in students’ school life.

Subfields: Clinical Psychology, Education, Safety Research

View Paper: https://www.semanticscholar.org/paper/35ecbf9488c93b1b390c210affb07d3204d06aad

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. Anna Lichtwarck-Aschoff
2. Miriam Cents-Boonstra
3. Nathalie Aelterman
4. L. Haerens
5. Eddie Denessen

In Education

1. Anna Lichtwarck-Aschoff
2. Nathalie Aelterman
3. L. Haerens
4. Eddie Denessen

In Safety Research

1. L. Haerens
2. Nathalie Aelterman
3. Anna Lichtwarck-Aschoff
4. Miriam Cents-Boonstra
5. Eddie Denessen
6. Maarten Vansteenkiste
7. J. Reeve
8. Rebecca J. Collie

Citations in the corpus

• Fostering student engagement with motivating teaching: an observation study of teacher and student behaviours (2020, background): “students feel personally accepted (Haerens et al. 2013; Korpershoek et al. 2019; Sparks et al. 2016).”