This meta-analytic review examines the relationships between students' sense of school belonging and students' motivational, social-emotional, behavioural, and academic functioning in secondary education. Moreover, it examines to what extent these relationships differ between different student groups (grade level, SES), measurement instruments, and region. The metaanalysis included 82 correlational studies, published in peerreviewed journals between 2000 and 2018. Results revealed, on average, a small positive correlation with academic achievement, and small to moderate positive correlations with motivational outcomes such as mastery goal orientations; with socialemotional outcomes such as self-concept and self-efficacy; and with behavioural outcomes such as behavioural, cognitive, and agentic engagement. A small negative correlation is observed with absence and dropout rates. Similar results are found across different student groups (grade level, SES). Although the results vary to some extent across measurement instruments and region, generally, the results reveal that school belonging plays an important role in students' school life.

High dropout rates, delay, and dissatisfaction among PhD students are common problems in doctoral education. Research shows that many different factors are associated with doctoral success, but these factors have not often been studied simultaneously. Moreover, characteristics of the PhD project are mostly neglected. In this study, we investigate which supervision, psychosocial, and project characteristics are related to satisfaction, progress, and quit intentions in a sample of 839 PhD candidates at a university in the Netherlands. Results of regression analyses show that experienced workload was negatively related to satisfaction and progress and positively to quit intentions. The quality of the supervisor-PhD candidate relationship, the PhD candidate's sense of belonging, the amount of freedom in the project, and working on a project closely related to the supervisor's research were positively related to satisfaction and negatively to quit intentions. The high workload of PhD candidates should be a major point of attention for universities who wish to increase their rates of PhD completion and PhD candidates' satisfaction. In addition, the 'match' between PhD candidate and supervisor is crucial, both personallya good relationshipand academically, i.e. that the PhD candidate works on a topic closely related to the supervisor's research.

This study examined the suitability of the FIT-Choice scale in a Dutch educational context among two cohorts of preservice teachers (Ns = 62, 89), surveyed at the end and the beginning of their one-year program respectively. The relationships between the motivations for becoming a teacher and concurrent commitment were examined, as well as the differences between the two cohorts. The factor analyses were consistent with the original FIT-Choice structure. The main motivation for becoming a teacher was the self-perception of teaching-related ability. Affective commitment was predicted by the motivations of teaching ability, working with children, prior teaching and learning experiences, and time for family, as well as satisfaction with the choice of teaching and perceived task demand. Lastly, preservice teachers at the end of their teacher education considered social influences and teaching ability to be more important motivations for becoming a teacher.

One of the causes of the science teacher shortage is the low enrollment in science teacher education. In the Netherlands, science undergraduates can enroll in a half-year teaching course that leads to a teacher qualification for junior secondary education. The goal is that these undergraduates continue in teacher education to obtain a full qualification. The present study investigated how self-efficacy was related to continuing in teacher education, and to commitment, perceived workload, and stress. Moreover, we investigated how mastery experiences, vicarious experiences, social persuasions, and emotional states influenced self-efficacy. Findings based on 69 science undergraduates showed that self-efficacy was positively related to commitment and negatively to workload and stress, but unrelated to continuing in teacher education. Mastery experiences and positive emotional states explained variance in self-efficacy. We call for more research that investigates all sources of self-efficacy and for more attention to preservice teachers' emotional states in research and practice.

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