Students' sense of belonging predicts their contributions to classroom knowledge building at both student and teacher levels¶

Claim · All claims
Evidence · 1 study · review r2 · q3
Currency · newest study 2024 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? Belonging was a significant predictor of student contributions, with teacher-level belonging having approximately half the effect of student-level belonging. → McElhaney 2024 q3 i? The study found no unique differences in contribution likelihood based on intersections of race/ethnicity, gender, and belonging perceptions. → McElhaney 2024

Evidence¶

McElhaney 2024¶

McElhaney, K. W., & Kamdar, D. (2024). Updated summary and synthesis of OpenSciEd research [White paper]. Digital Promise. https://doi.org/10.51388/20.500.12265/231

q3 · i? · review · r2

The review reports, citing Penuel et al. (2024), mixed-effects models analyzing 10,194 student exit-ticket responses from 146 classrooms. The associations were significant at both levels, but only significance and a relative effect statement are printed; with no standardized effect size, the impact code is i? (magnitude not reported), not a null effect. The models are associational and do not show that belonging causes contributions.

"The analysis indicated that belonging was a significant predictor at both the student and teacher levels with the teacher level having approximately half of the effect of student-level belongingness."

Discussion¶

Learner Variables¶

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

Related Claims¶

• Tutors' proportion of knowledge-building responses to an agent's adaptive follow-up questions predicts conceptual and procedural post-test scores — the general claim this finding bears on, with the studies behind it

• Belongingness is among the factors that most strongly and reliably affect learners' academic motivation and achievement — the general claim this finding bears on, with the studies behind it

• Students with a stronger sense of belonging tend to show more academic self-confidence, motivation, engagement and achievement (review reports Pedler et al.) — related
• Teacher support is one of the strongest predictors of student belonging — related
• Strengthening the student-educator relationship can contribute positively to marginalised students' self-efficacy and sense of belonging in higher education — related
• Sense of mathematics belonging predicts algebra learning, even after controlling for prior knowledge and background factors — related
• Belonging may be more predictive of students' classroom participation and learning behavior than self-efficacy — related