Date of Award

2013

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Psychology

Abstract

According to the U.S. Department of Education (2012), 7.4 percent of 16- to 24-year-olds in this country were out of school without a GED in 2010. Numerous studies have found evidence that supports the relationship between school belonging and academic achievement and persistence. This dissertation statistically summarizes these studies to better understand this relationship. This study finds evidence to support the existence of a positive small-to-moderate relationship between school belonging and academic achievement. The operationalization of school belonging and the operationalization of academic achievement were found to be partial moderators. Gender and race/ethnicity were not found to be moderators. The implications of this study are discussed and further research is recommended.

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.

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