Academic emotions moderate the relationship between belonging and achievement¶
Claim · All claims
Evidence · 1 study · theoreticalr3·q2
Currency · newest study 2026 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Studies reviewed show academic emotions moderate the belonging-achievement relationship. → Jessica T. DeCuir-Gunby 2026
Evidence¶
Jessica T. DeCuir-Gunby 2026¶
Jessica T. DeCuir-Gunby, Paul A. Schutz, Saba L. Modaressi. (2026). Racializing Motivation: A Race-Reimaged Framework of Belonging, Emoting, and Achieving Within STEM Higher Education Contexts. Educational Psychology Review. https://doi.org/10.1007/s10648-026-10220-w
q2 · i? · theoretical · r3
The review reports, citing Fong Lam et al. (2015), that "emotions, specifically academic emotions, moderate the relationship between belonging and achievement." The reviewed studies' designs are not described in this article.
"Other studies have shown that emotions, specifically academic emotions, moderate the relationship between belonging and achievement (Fong Lam et al., 2015)."
Discussion¶
Learner Variables¶
- Achievement Emotions — moderator: an instructional effect differs with it
- Belonging — predictor: learners who differ on it differ in outcomes
Related Claims¶
- Belongingness is among the factors that most strongly and reliably affect learners' academic motivation and achievement — related
- 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 among the strongest predictors of school belonging — related
- Belongingness is more strongly associated with academic achievement among marginalized students than among white students — related
- SRL partially mediates the positive relations of both academic value and school belonging to mastery orientation among African American and Latino adolescents — related
- Belonging mediates the relationship between racial/ethnic identity and both academic achievement and emotional symptoms — related
- The belonging–outcome association is stronger in some cultural groups than others: reported moderation by ethnicity and by individualism–collectivism — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
emotions-moderate-belonging-achievement |
title |
Academic emotions moderate the relationship between belonging and achievement |
description |
Academic emotions moderate the relationship between belonging and achievement |
status |
review |
evidence_strength |
weak |
newest_evidence |
2026 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-20 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — jessica-t-decuir-gunby-2026 |
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