School belonging mediates the higher intrinsic motivation of Dominican children relative to European-American peers¶
Claim · All claims
Evidence · 1 study · associationalr1·q3
Currency · newest study 2011 · checked against its sources 2026-10-17 (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.
q3 i? Only school belonging mediated the difference in intrinsic motivation, and only between Dominican and European-American children. → Gillen-O’Neel 2011
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 · r1
Baron and Kenny mediational analyses regressing intrinsic motivation on ethnicity and public regard, then testing school belonging and centrality as mediators. The article reports "only school belonging mediated the difference in intrinsic motivation" and "this mediation was only for the difference in intrinsic motivation between Dominican and European-American children".
"As shown in Table 4, only school belonging mediated the difference in intrinsic motivation, and this mediation was only for the difference in intrinsic motivation between Dominican and European-American children."
Discussion¶
Learner Variables¶
- Belonging — predictor: learners who differ on it differ in outcomes
- Identity — predictor: learners who differ on it differ in outcomes
- Motivation — outcome: instruction changes it
Related Claims¶
- Dominican children report higher school belonging than all other ethnic groups, and all ethnic-minority groups report higher centrality than European Americans — related
- Ethnic-minority children report higher intrinsic motivation than European-American children despite higher stigma awareness — a broader claim this one bears on
- School belonging and centrality are associated with higher intrinsic motivation, but neither buffers the associations between stigma awareness and academic attitudes — related
- Positive teacher–student relationships relate to math outcomes through self-efficacy, intrinsic motivation, belonging, engagement, and mathematics identity — related
- Belonging Interventions Improve Outcomes — related
- Belonging mediates the relationship between racial/ethnic identity and both academic achievement and emotional symptoms — related
- Perceived group status mediates the ethnic differences in academic anxiety for African-American, Chinese, and Dominican children but not Russians — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
school-belonging-mediation-dominican-intrinsic-motivation |
title |
School belonging mediates the higher intrinsic motivation of Dominican children relative to European-American peers |
description |
School belonging mediates the higher intrinsic motivation of Dominican children relative to European-American peers |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2011 |
source_checked |
2026-10-17 |
generated |
by process:wiki-ingest on 2026-10-17 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — gillen-oneel-2011 |
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