The relationships between school belonging and students’motivational, social-emotional, behavioural, and academic outcomes in secondary education: a meta-analytic review
Saved in:
Korpershoek, H., et al., The relationships between school belonging and students’motivational, social-emotional, behavioural, and academic outcomes in secondary education: a meta-analytic review. Research Papers in Education, vol. 35, n. 6, 2020, 641-680.
Ref.
592505
Location:
SIIS Archivo
Palabras clave:
Atención centrada en las relaciones, Menores, Reino Unido
Atención centrada en las relaciones, Menores, Reino Unido
Abstract:
This meta-analytic review examines the relationships betweenstudents’sense of school belonging and students’motivational,social-emotional, behavioural, and academic functioning in sec-ondary education. Moreover, it examines to what extent theserelationships differ between different student groups (gradelevel, SES), measurement instruments, and region. The meta-analysis included 82 correlational studies, published in peer-reviewed journals between 2000 and 2018. Results revealed, onaverage, a small positive correlation with academic achievement,and small to moderate positive correlations with motivationaloutcomes such as mastery goal orientations; with social-emotional outcomes such as self-concept and self-efficacy; andwith behavioural outcomes such as behavioural, cognitive, andagentic engagement. A small negative correlation is observedwith absence and dropout rates. Similar results are found acrossdifferent student groups (grade level, SES). Although the resultsvary to some extent across measurement instruments and region,generally, the results reveal that school belonging plays an impor-tant role in students’school life.
This meta-analytic review examines the relationships betweenstudents’sense of school belonging and students’motivational,social-emotional, behavioural, and academic functioning in sec-ondary education. Moreover, it examines to what extent theserelationships differ between different student groups (gradelevel, SES), measurement instruments, and region. The meta-analysis included 82 correlational studies, published in peer-reviewed journals between 2000 and 2018. Results revealed, onaverage, a small positive correlation with academic achievement,and small to moderate positive correlations with motivationaloutcomes such as mastery goal orientations; with social-emotional outcomes such as self-concept and self-efficacy; andwith behavioural outcomes such as behavioural, cognitive, andagentic engagement. A small negative correlation is observedwith absence and dropout rates. Similar results are found acrossdifferent student groups (grade level, SES). Although the resultsvary to some extent across measurement instruments and region,generally, the results reveal that school belonging plays an impor-tant role in students’school life.