Communal goal incongruity shows a significant negative indirect effect on persistence intentions through belonging, though weaker than expected¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Communal goal incongruity (affordance–endorsement difference) indirectly reduces persistence intentions via belonging, with 13.5% of its effect mediated. → Yu Fanyi 2025

Evidence¶

Yu Fanyi 2025¶

Yu Fanyi, Nyanamba Juliet M., Anderson Brittany, DeerInWater Kathy, Estrada Mica, Hosoda K. Kanoho, Maldonado Natalia, Smith Tiffany, Flores Lilibeth, & Hernandez Paul R. (2025). Navigating Science Pathways: Belonging Mediates the Impact of Goal Congruity on Persistence (but Not Life Satisfaction) Among Indigenous Students. Journal of Educational Psychology. https://doi.org/10.1037/edu0000967

q2 · i? · associational · r2

Bootstrapped mediation analysis in the same longitudinal model (N = 127). The article reports that "13.5% of the effect of communal incongruity" was mediated through belonging; the printed proportions are descriptive mediation percentages, not standardized effect sizes.

"Further, 13.5% of the effect of communal incongruity and 13.8% of the effect of agentic incongruity on persistence intentions was mediated through belonging."

Discussion¶

Learner Variables¶

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

Related Claims¶

• Agentic goal incongruity negatively predicts Indigenous students' persistence intentions indirectly through reduced sense of belonging — related
• Perceived communal goal affordances in STEM roles positively predict later persistence intentions among Indigenous STEM students, controlling for baseline — related
• Indigenous STEM students endorse communal goals more strongly than agentic goals, but perceive similar levels of communal and agentic affordances in STEM — related
• Goal affordances, goal incongruity, and belonging show no association with global life satisfaction among Indigenous STEM students — related
• No significant gender differences in communal or agentic goal affordances, endorsements, or incongruity among Indigenous STEM students — related