Students' social belonging in a general chemistry course has been shown to predict academic performance in that course. Additionally, students' social belonging at the beginning of a general chemistry course has been shown to differ across demographics, such as gender. This social belonging exists as both an absolute sense of belonging in the course and as an uncertainty in that belonging. Both social-belonging components are important for students' performance and retention in science, technology, engineering, and mathematics (STEM) fields. In addition to differential social belonging across demographics at the beginning of the course, social belonging can change in response to course performance. This change in social belonging may further affect performance which may further affect social belonging in a recursive spiral. In this study, we investigated the recursive effect between course-level social belonging (measured as two separate, but correlated, components: sense of belonging and belonging uncertainty) and course performance in a general chemistry 1 course delivered in a hybrid online format due to the COVID-19 pandemic. We found evidence that course-level social belonging and course performance interact with each other through a recursive mechanism during a semester of general chemistry 1. These findings highlight the importance of implementing inclusive interventions continuously throughout a general chemistry 1 course, particularly after key assessments, such as exams.

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