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How (do) school experiences contribute to students’ sense of belonging?

How (do) school experiences contribute to students’ sense of belonging? Scholars have long documented the positive influence of students’ sense of belonging on their achievement and retention; however, the variation in students’ sense of belonging has been underexplored. This paper extends previous research examining the effects of student-level characteristics (e.g., student achievement, learning attitude, experience of being bullied) and school-level characteristics (e.g., location, emphasis on academic success, disciplinary climates) on students’ sense of belonging in five East Asian educational systems (Hong Kong, Japan, Korea, Singapore, and Taiwan). I analysed data from the 2015 Trends in International Mathematics and Science Study using two-level hierarchical linear models (42,201 students in 1,241 schools). The results show that variance in students’ sense of belonging was mainly at the school level and that predictors were differently associated with sense of belonging according to system. Despite the differences, students’ learning attitudes had the strongest association with students’ sense of belonging in all educational systems included in the study, followed by their experiences with bullying. These results suggest that fostering academic belonging could be vital to increasing students’ sense of belonging, in addition to addressing their socio-psychological formation. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Asia Pacific Journal of Education Taylor & Francis

How (do) school experiences contribute to students’ sense of belonging?

Baek, Chanwoong
Asia Pacific Journal of Education , Volume OnlineFirst: 14 – Jun 25, 2023
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Publisher
Taylor & Francis
Copyright
© 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.
ISSN
1742-6855
eISSN
0218-8791
DOI
10.1080/02188791.2023.2206552
Publisher site
See Article on Publisher Site

Abstract

Scholars have long documented the positive influence of students’ sense of belonging on their achievement and retention; however, the variation in students’ sense of belonging has been underexplored. This paper extends previous research examining the effects of student-level characteristics (e.g., student achievement, learning attitude, experience of being bullied) and school-level characteristics (e.g., location, emphasis on academic success, disciplinary climates) on students’ sense of belonging in five East Asian educational systems (Hong Kong, Japan, Korea, Singapore, and Taiwan). I analysed data from the 2015 Trends in International Mathematics and Science Study using two-level hierarchical linear models (42,201 students in 1,241 schools). The results show that variance in students’ sense of belonging was mainly at the school level and that predictors were differently associated with sense of belonging according to system. Despite the differences, students’ learning attitudes had the strongest association with students’ sense of belonging in all educational systems included in the study, followed by their experiences with bullying. These results suggest that fostering academic belonging could be vital to increasing students’ sense of belonging, in addition to addressing their socio-psychological formation.

Journal

Asia Pacific Journal of Education – Taylor & Francis

Published: Jun 25, 2023

Keywords: Academic belonging; East Asia; hierarchical linear model; sense of belonging; TIMSS

References

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