Students’ Sense of Belonging at School in 41 Countries

Abstract

This study examined whether students’ sense of belonging at school (SOBAS) differed across attributes of countries, families, schools, teachers, or students. Multilevel analyses of survey and test data from 193,073 15-year-old students in 41 countries yielded four main findings. First, students in more egalitarian cultures often had higher SOBAS than those in more hierarchical cultures. Second, the teacher–student relationship had the strongest link with SOBAS and mediated the link between egalitarianism and SOBAS. Third, collectivism was not significantly linked to SOBAS. Finally, family characteristics (immigrant status, language spoken at home, socio-economic status [SES], books at home, family wealth, and family communication), schoolmates’ characteristics (SES and social communication), teacher characteristics (teacher–student relationship, teacher support and disciplinary climate), and student characteristics (reading achievement, self-efficacy, and self-concept) were also linked to students’ SOBAS and accounted for most of its variance. This ecological model shows how attributes at multiple levels are related to SOBAS.

What ‘s wrong with the Asian and African Students’ mathematics learning achievement? The multilevel PISA 2015 data analysis for Indonesia, Japan, and Algeria

“…On the other hand, there is SOBAS factor that also has a role in explaining the differences between schools in the students" math learning achievement in Indonesia, Japan, and Algeria. Findings in Chiu et al (2016) that the family background (student"s ESCS), the teacher, and schoolmates have a positive relationship with the SOBAS, and students who have outstanding academic achievement also have high SOBAS.…”

“…Many previous studies related the affective characteristics, such as students" Sense of Belonging at School (SOBAS) with the students" math learning achievements. SOBAS is very imperative to learning success (Chiu et al, 2016). SOBAS is the condition or students" feeling of "look[ing] at schools as important things in their long-term success, which is obvious through participating in learning activities" and "their relationship with the school staff and their peers" (Willms, 2003).…”

Fen Bilimleri Öğretmen Adaylarının ‘Öğretmen’ Algıları

“…Only such a teacher-student relationship supports students' sense of school belonging and makes them happy. There are other researches showing that the good relationship with teachers increase the school belonging (Anderman, 2003;Chiu, Chow, McBride & Mol, 2016;Özdemir & Sezgin, 2011;Wallace, Ye & Chhuon, 2012) and the classroom environment depending on respectful relationships increase motivation and involvement (Ryan & Patrick, 2001).…”

“…PISA(Programme for International Student Asssessment) 2015 sonuçlarına göre öğrencilerin mutlu olduğu okullarda, öğrencilerin öğretmenlerinden daha yüksek düzeyde destek aldıkları ve öğretmenleri ile daha iyi iletişim kurdukları saptanmıştır (OECD, 2017). Ayrıca, öğretmenlerin, öğrencilerin okula bağlılıkları üzerinde de etkileri olduğu saptanmıştır (Anderman, 2003;Chiu, Chow, McBride & Mol, 2016;Özdemir & Sezgin, 2011;Wallace, Ye & Chhuon, 2012). Okula bağlılık ise, akademik performansı olumlu etkilemektedir (OECD, 2017).…”

Sense of school belonging: Psychometric properties and differences across gender, grades, and East Asian societies

“…SOSB differed substantially across cultures (Chiu, Chow, McBride, & Mol, ; Mullis et al, ). Gillen‐O'Neel and Fuligni () found similar SOSB levels among ninth grade students from Latin America, Asian, and Europe.…”