Family, schoolmate, teacher, and student characteristics are linked to SOBAS and account for most of its variance¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Family characteristics (immigrant status, language spoken at home, SES, books at home, family wealth, family communication), schoolmates' characteristics (SES and social communication), teacher characteristics (teacher-student relationship, teacher support, disciplinary climate), and student characteristics (reading achievement, self-efficacy, self-concept) were linked to SOBAS. → M.M. Chiu 2016 q3 i? These characteristics accounted for most of the variance in SOBAS. → M.M. Chiu 2016

Evidence¶

M.M. Chiu 2016¶

M.M. Chiu, B.W.Y. Chow, C. McBride, S.T. Mol. (2016). Students’ sense of belonging at school in 41 countries: cross-cultural variability. Journal of Cross-Cultural Psychology. https://doi.org/10.1177/0022022115617031

q3 · i? · associational · r2

Multilevel analyses of survey and test data from 193,073 15-year-old students in 41 countries tested attributes at family, schoolmate, teacher, and student levels; these characteristics "were also linked to students’ SOBAS and accounted for most of its variance". No effect sizes are printed in the available text.

"family characteristics (immigrant status, language spoken at home, socio-economic status [SES], books at home, family wealth, and family communication), schoolmates’ characteristics (SES and social communication), teacher characteristics (teacher-student relationship, teacher support and disciplinary climate), and student characteristics (reading achievement, self-efficacy, and self-concept) were also linked to students’ SOBAS and accounted for most of its variance."

Discussion¶

Related Claims¶

• SES and language spoken at home are strongly related to mathematics achievement especially at the classroom level, and teaching-quality estimates reduce these background estimates — related
• SOBAS differs across attributes of countries, families, schools, teachers, and students in 41 countries — a broader claim this one bears on
• Collectivism is not significantly linked to students' sense of belonging at school — related
• Students in more egalitarian cultures often have higher sense of belonging at school than students in more hierarchical cultures — a narrower finding that bears on this claim
• The teacher-student relationship has the strongest link with students' sense of belonging at school and mediates the link between egalitarianism and SOBAS — a narrower finding that bears on this claim
• Teacher-student interaction quality may reflect pre-existing student characteristics rather than teacher skill unless prior achievement is accounted for — related
• Prior research attributes reading achievement inequalities to the simultaneous, mutually constitutive operation of SES, immigrant background, and gender — related
• School-level socio-economic disadvantage significantly predicted immigrant students' self-efficacy and achievement but not valuing in exploratory multilevel tests — related