Belonging may be more predictive of students' classroom participation and learning behavior than self-efficacy¶

Claim · All claims
Evidence · 1 study · review r? · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? One reviewed study found belonging more predictive than self-efficacy of students' self-reported participation in and learning from activities. → Renninger 2026

Evidence¶

Renninger 2026¶

Renninger, K. A., Barton, L. K., Bautista, G., Garcia-Barrios, M., Ogunyinka, I., & Riley, K. R. (2026). Interest, Self-efficacy, and Belonging in Classroom Learning. Educational Psychology Review. https://doi.org/10.1007/s10648-025-10102-7

q2 · i? · review · r?

The review attributes this finding to Graham et al. (2023): "belonging was more predictive of students' self-reporting about their participation in and learning from different activities." The review narrates this single study without reporting its statistics, so no effect size is available.

"Graham et al. (2023) suggested that while self-efficacy is important in the classroom, belonging was more predictive of students' self-reporting about their participation in and learning from different activities."

Discussion¶

Learner Variables¶

• Belonging — predictor: learners who differ on it differ in outcomes
• Self-Efficacy — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Belonging, task relevance, and individual mindset together predict classroom self-efficacy, with belonging the strongest predictor — related
• Sense of mathematics belonging predicts algebra learning, even after controlling for prior knowledge and background factors — related
• Students' sense of belonging predicts their contributions to classroom knowledge building at both student and teacher levels — related
• Learners' task-specific self-efficacy beliefs predict whether they initiate, persist through, and recover from difficulty on academic tasks. — related