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Mastery Goal Orientation as a Mediator for the Relationship Between School Belonging and Reading Achievement
Fri, April 22, 11:30am to 1:00pm PDT (11:30am to 1:00pm PDT), Marriott Marquis San Diego Marina, Floor: North Building, Lobby Level, Torrey Pines 2Abstract
School belonging is of great significance to students' physical and mental health development, especially academic achievement. This study aimed to examine the relationship between reading achievement and sense of school belonging, as well as the mediation effect of mastery goal orientation. Results of the study based on the questionnaires from 1,1978 (5,735 girls and 6,243 boys) 15-year-olds nested in 360 schools in four provinces and cities of China (Beijing, Shanghai, Jiangsu and Zhejiang) that participated in PISA2018. Data analyses with Structural Equation Modeling revealed that school belonging was not a significant predictor of reading achievement. Bootstrapping analysis showed that mastery goal orientation acted as a mediator between school belonging and reading achievement.