The Effect of Sense of School Belonging on Academic Achievement: A Meta-Analytic Review
The concept of a sense of school belonging has gained increasing attention in the educational community due to its numerous developmental and educational advantages. Nevertheless, research on a sense of school belonging has been scattered and has missed certain clarity for the terminology ambiguity....
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| Format: | Article |
| Language: | English |
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Kafkas University
2024-12-01
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| Series: | e-Kafkas Eğitim Araştırmaları Dergisi |
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| Online Access: | https://dergipark.org.tr/en/download/article-file/3405867 |
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| author | Fatma Uslu Gülşen |
| author_facet | Fatma Uslu Gülşen |
| author_sort | Fatma Uslu Gülşen |
| collection | DOAJ |
| description | The concept of a sense of school belonging has gained increasing attention in the educational community due to its numerous developmental and educational advantages. Nevertheless, research on a sense of school belonging has been scattered and has missed certain clarity for the terminology ambiguity. Therefore, it is necessary to conduct a meta-analysis to eliminate the ambiguity regarding the terminology of ‘a sense of school belonging’ and to determine the relationship between a sense of school belonging and academic achievement. The aim of this study is to determine the effect of a sense of school belonging on academic achievement and to explore the factors that may moderate this relationship. The publication year and the measurement tool are determined as moderator variables for this study. A pool of 6,891 studies was created, including titles containing the terms ‘a sense of school belonging’ and ‘academic achievement’. Twenty-two studies that met the inclusion criteria were selected for the analysis. The findings indicate a statistically significant, albeit small, effect of a sense of school belonging on academic achievement. Notably, the effect of a sense of school belonging varied across publication years and the effect size gradually decreased over time. Furthermore, the analysis found no statistically significant differences among the measurement tools. This finding suggests that the effect of a sense of school belonging on academic achievement remains consistent across different measurement tools. This is significant as it implies researchers can use various measurement tools to study this relationship without worrying about bias or unreliability. |
| format | Article |
| id | doaj-art-976a5f7bf6bb42429e5e76fe38eaecbb |
| institution | DOAJ |
| issn | 2148-8940 |
| language | English |
| publishDate | 2024-12-01 |
| publisher | Kafkas University |
| record_format | Article |
| series | e-Kafkas Eğitim Araştırmaları Dergisi |
| spelling | doaj-art-976a5f7bf6bb42429e5e76fe38eaecbb2025-08-20T02:47:02ZengKafkas Universitye-Kafkas Eğitim Araştırmaları Dergisi2148-89402024-12-0111467368710.30900/kafkasegt.1359812148The Effect of Sense of School Belonging on Academic Achievement: A Meta-Analytic ReviewFatma Uslu Gülşen0https://orcid.org/0000-0001-6847-9271MERSİN ÜNİVERSİTESİ, EĞİTİM FAKÜLTESİThe concept of a sense of school belonging has gained increasing attention in the educational community due to its numerous developmental and educational advantages. Nevertheless, research on a sense of school belonging has been scattered and has missed certain clarity for the terminology ambiguity. Therefore, it is necessary to conduct a meta-analysis to eliminate the ambiguity regarding the terminology of ‘a sense of school belonging’ and to determine the relationship between a sense of school belonging and academic achievement. The aim of this study is to determine the effect of a sense of school belonging on academic achievement and to explore the factors that may moderate this relationship. The publication year and the measurement tool are determined as moderator variables for this study. A pool of 6,891 studies was created, including titles containing the terms ‘a sense of school belonging’ and ‘academic achievement’. Twenty-two studies that met the inclusion criteria were selected for the analysis. The findings indicate a statistically significant, albeit small, effect of a sense of school belonging on academic achievement. Notably, the effect of a sense of school belonging varied across publication years and the effect size gradually decreased over time. Furthermore, the analysis found no statistically significant differences among the measurement tools. This finding suggests that the effect of a sense of school belonging on academic achievement remains consistent across different measurement tools. This is significant as it implies researchers can use various measurement tools to study this relationship without worrying about bias or unreliability.https://dergipark.org.tr/en/download/article-file/3405867academic achievementa sense of school belongingmeta-analysis. |
| spellingShingle | Fatma Uslu Gülşen The Effect of Sense of School Belonging on Academic Achievement: A Meta-Analytic Review e-Kafkas Eğitim Araştırmaları Dergisi academic achievement a sense of school belonging meta-analysis. |
| title | The Effect of Sense of School Belonging on Academic Achievement: A Meta-Analytic Review |
| title_full | The Effect of Sense of School Belonging on Academic Achievement: A Meta-Analytic Review |
| title_fullStr | The Effect of Sense of School Belonging on Academic Achievement: A Meta-Analytic Review |
| title_full_unstemmed | The Effect of Sense of School Belonging on Academic Achievement: A Meta-Analytic Review |
| title_short | The Effect of Sense of School Belonging on Academic Achievement: A Meta-Analytic Review |
| title_sort | effect of sense of school belonging on academic achievement a meta analytic review |
| topic | academic achievement a sense of school belonging meta-analysis. |
| url | https://dergipark.org.tr/en/download/article-file/3405867 |
| work_keys_str_mv | AT fatmauslugulsen theeffectofsenseofschoolbelongingonacademicachievementametaanalyticreview AT fatmauslugulsen effectofsenseofschoolbelongingonacademicachievementametaanalyticreview |