School Belonging and Reading Literacy: A Multilevel Moderated Mediation Model

Abstract

School belonging is of great significance to students' physical and mental health development, especially academic improvement. However, the mechanism of the influence of school belonging on student academic achievement should be further explored, especially reading performance. Based on ecological systems theory and self-determination theory, the present research constructs a multilevel design to examine a moderated mediation model in which school belonging as a level-1 predictor, mastery goal orientation as a level-1 mediator and school disciplinary climate as a level-2 moderator jointly impact reading literacy. Results of the study were based on the questionnaires from 11,364 (5,455 girls and 5,909 boys) 15-year-olds nested in 332 schools in mainland China that participated in PISA 2018. The cross-sectional analysis indicated that: (1) school belonging had a direct and positive effect on student reading literacy; (2) the relationship between school belonging and reading literacy was prominently mediated by mastery goal orientation; (3) both school disciplinary climate level and strength could negatively moderate the latter half path of “school belonging → mastery goal orientation → reading literacy.” Implications, limitations, and future research directions are discussed.

Links between Chinese vocational school students’ perception of parents’ emotional support and school cooperation climate and their academic performance: The mediating role of school belonging

“…School belonging has been seen as an important factor in academic performance. Some studies focused on the direct impact of students' school belonging on their academic performance (Korpershoek et al, 2020;Tan et al, 2022), and other research has further explored the mediating role of school belonging on the relationships between family and school factors and students' academic performance. Studies on the mediating role of school belonging have shown that parent involvement can influence the academic performance of middle and high school students (Kuperminc et al, 2007), that peer cooperation can influence academic performance of American middle school students (Knifsend et al, 2018), and that school climate can influence academic performance among Chinese middle school students (Huang, 2022).…”

Disentangling the interplay of the sense of belonging and institutional channels in individuals’ educational trajectories.

“…Although it would have been ideal to have had identical scales across measurement points, both operationalizations of the construct used items employed in multiple prior studies (Goodenow, 1993; Korpershoek et al, 2020; Voelkl, 1996). The items from the PISA survey have been used widely in research on students in lower-secondary school (Chiu et al, 2016; Cueto et al, 2010; Godor & Szymanski, 2017; OECD, 2003, 2017; Tan et al, 2022), whereas items similar to those used in the TREE survey have been used repeatedly in research on students in upper-secondary school (Demanet & Van Houtte, 2012; D’hondt et al, 2015; Holt & Espelage, 2003; see also Galliher et al, 2004).…”

Analisis Pelaksanaan ANBK Ditinjau Dari Hasil Literasi Membaca Dan Literasi Numerasi Pada Siswa Sekolah Dasar

“…Asessmen merupakan kegiatan untuk mengungkapkan kualitas proses dan hasil pembelajaran . Prestasi akademik merupakan indikator penting untuk mengevaluasi status dan kualitas belajar siswa dari pendidikan sekolah (Tan et al, 2022) .Siswa yang akan mengikuti ANBK merupakan siswa seleksi pemerintah melalui online. ANBK memiliki penilaian tiga level dengan masing-masing kategori adalah Perlu Intervensi Khusus, Dasar, dan Cakap/Mahir.…”