- Browse
Search
Browse By Day
Browse By Time
Browse By Person
Browse By Room
Browse By Unit
Browse By Session Type
Browse Sessions by Descriptor
Browse Papers by Descriptor
Browse Sessions by Research Method
Browse Papers by Research Method
- Information Menu
Search Tips
Annual Meeting Housing and Travel
- Navigation and Settings Menu
Personal Schedule
Change Preferences / Time Zone
Sign In
- Social Media Menu
Facebook
X (Twitter)
Belongingness, Attendance, and Course-Passage: A Multilevel Analysis
Sat, April 10, 2:30 to 4:00pm EDT (2:30 to 4:00pm EDT), Division C, Division C - Section 2b: Learning and Motivation in Social and Cultural Contexts Paper and Symposium SessionsAbstract
The goal of this study was to gauge whether school-level belongingness, a sort of proxy for an accepting school climate, predicts students’ outcomes in attendance and course-passage. With a sample of 7,892 students in 38 schools in one district in a Southern state, I conducted multilevel analyses including a school-level measure of belongingness derived from a student survey. The results showed that belongingness was a significant predictor of attendance as well as a significant moderator of the association between 8th-grade course-passage and 9th-grade attendance. However, belongingness did not significantly predict course-passage. This study ultimately suggests that school-level belongingness may be a promising way to increase attendance, but that it may not be sufficient to improve outcomes in academic coursework.