School Belonging in Different Cultures: The Effects of Individualism and Power Distance

By Kai S. Cortina, S. Arel, Joanne P. Smith-Darden. Frontiers in Education, 2017

109 citations recorded by the source corpus.

Limited evidence exists on how the larger cultural framework affects psychological processes related to schooling. We investigated how the cultural dimensions of individualism/collectivism and power distance influence the sense of school belongingness using Programme for International Student Assessment (PISA) 2003 survey data on 15-year-old students from 31 countries. Hierarchical linear model analysis indicated that power distance (i.e. hierarchical nature of social relationships) is a better predictor of school belongingness on the cultural level than individualism/collectivism. Accordingly, students living in cultures with high degree of power distance (particularly East Asian countries in these data) report lower school belongingness than students living in cultures with more lateral power relationships (Western countries). Positive teacher student relations and preference for cooperative learning environment predict higher school belongingness across cultures.

Subfields: Education, Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/e581d667bb720be10d0b1f9a8ab004c910c6d023

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In Education

1. Margaret L. Kern
2. Kelly-Ann Allen
3. D. McInerney
4. Christopher S. Rozek
5. George M. Slavich

In Social Psychology

1. Kelly-Ann Allen
2. Margaret L. Kern
3. D. McInerney
4. Christopher S. Rozek
5. George M. Slavich
6. Ronnel B. King
7. Martin E. P. Seligman
8. Sarah Mercer

In Sociology and Political Science

1. Kelly-Ann Allen
2. Margaret L. Kern
3. D. McInerney
4. Christopher S. Rozek
5. George M. Slavich

Citations in the corpus

• Belonging: a review of conceptual issues, an integrative framework, and directions for future research (2021, background): “It could be argued that commonly used belonging measures are more accurate in assessing state-like experiences due to their propensity to assess belonging in a single snapshot (Cruwys et al., 2014; Leary et al., 2013; Martin, 2007).”