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

<p>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.</p>

Name thesis:degree_name

Doctor of Philosophy (PhD)

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Psychology

Year dc:date.available

2013

Author dc:creator

• Moallem, Isabel

• Academic persistence
• Academic success
• School belonging
• Educational Psychology

Repository record dc:identifier

https://ecommons.luc.edu/luc_diss/726

OAI identifier oai:identifier

oai:ecommons.luc.edu:luc_diss-1725