Strengthening the student-educator relationship can contribute positively to marginalised students' self-efficacy and sense of belonging in higher education¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q1
Currency · newest study 2022 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q1 i? The paper argues that by strengthening the student-educator relationship, educators can contribute positively to students' self-efficacy and their sense of belonging within the university environment. → 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

q1 · i? · theoretical · r2

A theoretical argument advanced in this discussion paper, not an empirical test: the authors propose that the student-educator relationship is the external element through which the sources of self-efficacy can be developed, fostering a sense of belonging for marginalised students. No data are reported.

"This paper proposes that by strengthening the student-educator relationship, educators have the opportunity to contribute positively to a student's sense of self-efficacy and influence their sense of belonging within the university environment."

Discussion¶

Learner Variables¶

• Belonging — outcome: instruction changes it

Related Claims¶

• Teacher support is among the strongest predictors of school belonging — the general claim this finding bears on, with the studies behind it
• Students with a stronger sense of belonging tend to show more academic self-confidence, motivation, engagement and achievement (review reports Pedler et al.) — related
• Self-determination theory holds that autonomy support raises intrinsic motivation, and a meta-analysis finds expected tangible rewards undermine it — related
• Sociocultural factors, learner motivation, self-efficacy and perceptions of the classroom environment influence FLCA learning outcomes and oral performance — related
• An adult-education market report, citing a 2014 Department of Labor synthesis, states that cohort membership contributes to adult learners' skill development and persistence — related
• Formative assessment is theorized to foster motivation by supporting autonomy, competence, and relatedness — related
• Positive teacher–student relationships relate to math outcomes through self-efficacy, intrinsic motivation, belonging, engagement, and mathematics identity — related
• AI-generated responses positively influenced the self-efficacy of secondary students in solving mathematics problems — related
• Successful aging comprises six features and creative activity contributes to it — related
• Students' sense of belonging predicts their contributions to classroom knowledge building at both student and teacher levels — related
• The teacher-student relationship has the strongest link with students' sense of belonging at school and mediates the link between egalitarianism and SOBAS — related