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.
Recommended Citation
Moallem, Isabel, "A Meta-Analysis of School Belonging and Academic Success and Persistence" (2013). Dissertations. 726.
https://ecommons.luc.edu/luc_diss/726
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.
Copyright Statement
Copyright © 2013 Isabel Moallem
