Work

A Meta-Analysis of School Belonging and Academic Success and Persistence

Year: 2013

Type: review

Study designs: Systematic Review, Meta-Analysis

Abstract: According to the U.S. Department of Education (2012), 7.4 percent of 16- to 24-year-olds in this country were out of school without a GED in 2010. Numerous studies have found evidence that supports the relationship between school belonging and academic achievement and persistence. This dissertation statistically summarizes these studies to better understand this relationship. This study finds evidence to support the existence of a positive small-to-moderate relationship between school belonging and academic achievement. The operationalization of school belonging and the operationalization of academic achievement were found to be partial moderators. Gender and race/ethnicity were not found to be moderators. The implications of this study are discussed and further research is recommended.

Source: Loyola eCommons (Loyola University of Chicago)

Author: Isabel Moallem

Institution: Loyola University Chicago

Language: English

Topic: Higher Education Research Studies

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDGs: Quality education, Reduced inequalities

Open Access status: green

OpenAlex ID: W97656889

FWCI: 0.26

Cites: 66

Cited by: 20

Related to: 10