School belonging and centrality are associated with higher intrinsic motivation, but neither buffers the associations between stigma awareness and academic attitudes¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q3
Currency · newest study 2011 · checked against its sources 2026-10-20 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q3 i? School belonging and centrality were associated with higher intrinsic motivation, but none of the potential compensators were associated with academic anxiety. → Gillen-O’Neel 2011 q3 i? None of the potential moderators (school belonging, centrality, private regard) buffered the association between stigma awareness and academic attitudes. → Gillen-O’Neel 2011 (2)

Evidence¶

Gillen-O’Neel 2011¶

Gillen-O’Neel, C., Ruble, D. N., & Fuligni, A. J. (2011). Ethnic Stigma, Academic Anxiety, and Intrinsic Motivation in Middle Childhood. Child Development. https://doi.org/10.1111/j.1467-8624.2011.01621.x

q3 · i? · associational · r2

Correlational analyses of potential compensators with academic measures (Table 2). The article states "none of the potential compensators were associated with academic anxiety" while "school belonging and centrality" were "associated with higher intrinsic motivation".

"As shown in Table 2, none of the potential compensators were associated with academic anxiety, and therefore, none of these variables could compensate for stigma’s association with academic anxiety. Two potential compensators (school belonging and centrality), however, were associated with higher intrinsic motivation."

Gillen-O’Neel 2011 (2)¶

Gillen-O’Neel, C., Ruble, D. N., & Fuligni, A. J. (2011). Ethnic Stigma, Academic Anxiety, and Intrinsic Motivation in Middle Childhood. Child Development. https://doi.org/10.1111/j.1467-8624.2011.01621.x

q3 · i? · associational · r2

Twelve separate multiple regressions testing whether school belonging, centrality, or private regard moderated the associations between stigma awareness and academic attitudes. The article reports "none of the interaction terms were significant".

"Out of the twelve analyses, none of the interaction terms were significant, suggesting that none of these variables moderated the association between awareness of stigma and academic attitudes."

Discussion¶

Learner Variables¶

• Belonging — predictor: learners who differ on it differ in outcomes
• Motivation — outcome: instruction changes it

Related Claims¶

• Ethnic-minority children report higher intrinsic motivation than European-American children despite higher stigma awareness — related
• Stigma awareness is associated with higher academic anxiety and lower intrinsic motivation among elementary-age children — related
• School belonging mediates the higher intrinsic motivation of Dominican children relative to European-American peers — 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
• Dominican children report higher school belonging than all other ethnic groups, and all ethnic-minority groups report higher centrality than European Americans — related
• The association between public regard and intrinsic motivation differs by gender, and between status and motivation differs by ethnicity — related