Students with a stronger sense of belonging tend to show more academic self-confidence, motivation, engagement and achievement (review reports Pedler et al.)¶

Claim · All claims
Evidence · 1 study · theoretical r3 · q2
Currency · newest study 2022 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? The review reports, citing Pedler et al. (2022), that students with a stronger sense of belonging tend to have more academic self-confidence, higher motivation, higher levels of academic engagement and higher achievement. → Larsen 2022

Evidence¶

Larsen 2022¶

Larsen, A., & James, T. (2022). A sense of belonging in Australian higher education: the significance of self-efficacy and the student-educator relationship. Journal of University Teaching & Learning Practice, 19(4). https://ro.uow.edu.au/jutlp/vol19/iss4/05 doi:10.53761/1.19.4.5

q2 · i? · theoretical · r3

Narrative review attribution: the article reports Pedler et al.'s (2022) finding that stronger belonging co-occurs with "academic self-confidence, higher motivation, higher levels of academic engagement and higher achievement". The underlying study's design is not described here; no effect sizes are printed.

"Research by Pedler et al. (2022) suggests that students who have a stronger sense of belonging tend to have more "academic self-confidence, higher motivation, higher levels of academic engagement and higher achievement" (p. 398)."

Discussion¶

Learner Variables¶

• Belonging — predictor: learners who differ on it differ in outcomes
• Self-Efficacy — outcome: instruction changes it

Related Claims¶

• Belongingness is among the factors that most strongly and reliably affect learners' academic motivation and achievement — the general claim this finding bears on, with the studies behind it
• Learner-centered teacher–student relationships are associated with better student outcomes — related
• SEL Programs Improve Academic Achievement — related
• Strengthening the student-educator relationship can contribute positively to marginalised students' self-efficacy and sense of belonging in higher education — related
• Female students show stronger academic self-confidence, more positive attitudes, higher achievement, and fewer absences, but this advantage diminishes almost completely under mastery learning — related
• Math tutoring programs may improve students' math confidence and sense of belonging — related
• Students with belonging, purpose, collaboration, goal-setting, and perseverance skills alongside academic knowledge are more likely to reach their full potential — related
• Positive academic mindsets increase perseverance and academic behaviors, yielding higher grades; negative mindsets produce a self-defeating cycle — related
• Students' sense of belonging predicts their contributions to classroom knowledge building at both student and teacher levels — related
• One Black male educator reported that Admiral Squad participation raised his confidence, sense of belonging, and sense of purpose — related
• A CCSR research review concludes that four academic mindsets (belonging, growth beliefs, self-efficacy and value) increase perseverance and improve academic behaviors — related
• The framework's literature review reports students' academic mindsets, learning strategies, perseverance, and behaviors were clearly and significantly related to school performance — a broader claim this one bears on
• Teachers commonly attribute increased student engagement—active involvement, multiple solution approaches, perseverance, and confidence—to ILC-influenced instruction — related
• Positive teacher–student relationships relate to math outcomes through self-efficacy, intrinsic motivation, belonging, engagement, and mathematics identity — related
• Students report higher engagement and motivation with the AI tutor, with comparable enjoyment and growth mindset — related
• School belonging and centrality are associated with higher intrinsic motivation, but neither buffers the associations between stigma awareness and academic attitudes — related
• A sense of belonging is firmly linked with improved student attainment, increased learners' satisfaction and reduced attrition rates in campus-based learning — possibly the same claim (merge candidate)
• Belongingness is more strongly associated with academic achievement among marginalized students than among white students — a narrower finding that bears on this claim
• Academic emotions moderate the relationship between belonging and achievement — related
• Classroom environment is positively associated with students' self-reported motivation and other noncognitive factors within students — related
• A sense of belonging can help promote and consolidate online learning — a narrower finding that bears on this claim
• Teacher emotional support buffers the negative association between low math self-efficacy and low engagement — related
• Belonging mediates the relationship between racial/ethnic identity and both academic achievement and emotional symptoms — a narrower finding that bears on this claim
• The review argues that ignoring the social side of school carries costs including reified achievement gaps, diminished belonging and dropout, and unsafe school climates — possibly the same claim (merge candidate)
• A sense of relatedness moderates East Asian learners' internalization of others' choices, with benefits of other-made choices diminishing without belongingness — a narrower finding that bears on this claim