The Effect of Perceived Feedback on School Belonging: The Mediating Role of Subjective Well-Being

• In Event: International Perspectives of SEL Skills, Belongingness, and Assessment in Primary and Middle Schools

Abstract

This study examined the interplay between perceived feedback (PF), subjective well-being (SWB), and students' sense of belonging to school (SBS). The current study explored whether SWB mediates the established relationship between PF and SBS by analyzing PISA 2018 data from 12,058 students in four areas of China. The results indicate that PF positively affected students' SBS (β = 0.26, p < 0.01); and that SWB partially mediated this relationship between PF and SBS (β = 0.47, p < 0.01). By shedding light on the mediating role of SWB, the research offers practical implications for educators and policymakers to enhance students' school belonging.

Authors

• Xinyu Li, University College London - IOE

• Yi-Lung Kuo, The Hong Kong University of Science and Technology (Guangzhou)

• Thomas J. Huggins, University of Monterrey