Teacher Support and Sense of School Belongingness: A Universal Effect? Insights Based on Two Programme for International Student Assessment (PISA) Studies

• In Event: Poster Session 15
  In Poster Session: Professional Identity in Global Contexts

Abstract

We analyzed the PISA 2003 and 2000 survey data on 15-year-old students from 25 countries to investigate the robustness of the positive effect of perceived teacher support on belongingness when controlling for key cultural characteristics. HLM analysis indicated that the positive teacher student relations and students’ preference for cooperative learning environment predict higher school belongingness in eastern and western countries alike.

Authors

• Kai S. Cortina, University of Michigan

• Sari Arel, University of Michigan

• Hans Anand Pant, Institute for Educational Progress (IQB)