The Relationship of School Belonging and Friends' Values to Academic Motivation Among Urban Adolescent Students
Abstract
Students' subjective sense of school belonging recently has been identified as a potentially important influence on academic motivation, engagement, and participation, especially among students from groups at risk of school dropout. Students' friends also influence their academic motivation, sometimes negatively. In this study, the relationship among early adolescent students' sense of school belonging, perceptions of their friends' academic values, and academic motivation was investigated among 301 African-American, White/Anglo, and Hispanic students in two urban junior high schools. School belonging was significantly associated with several motivation-related measures—expectancy of success, valuing schoolwork, general school motivation, and self-reported effort. Students' beliefs about their friends' academic values were more weakly related to these outcomes. The correlations between school belonging and the motivation-related measures remained positive and statistically significant even after the effects of friends' academic values were partialled out. School belonging was more highly associated with expectancy for success among Hispanic students than among African-American students, and among girls than among boys.
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Students who feel personally accepted, respected, included, and supported by others in the school social environment are likely to perform better in school and show more favourable motivational, social-emotional, and behavioural outcomes.
“The meta-analytic results show that students who 'feel personally accepted, respected, included, and supported by others in the school social environment' (Goodenow 1993, 80) are likely to perform better in school (e.g.academic achievement) and show more favourable motivational (e.g.mastery goal orientations), socialemotional (e.g.self-concept and self-efficacy), and behavioural outcomes (e.g.be”
From The relationships between school belonging and students’ motivational, social-emotional, behavioural, and academic outcomes in secondary education: a meta-analytic review (2020) · cites this paper as Goodenow 1993
The feeling of being supported and encouraged by significant others such as teachers and peers seems to stimulate students' self-esteem (or vice versa).
“The feeling of being supported and encouraged by significant others (Baumeister and Leary 1995;Goodenow 1993), such as teachers and peers, seems to stimulate students' selfesteem (or vice versa, see discussion later on).”
From The relationships between school belonging and students’ motivational, social-emotional, behavioural, and academic outcomes in secondary education: a meta-analytic review (2020) · cites this paper as Goodenow 1993
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- Authors
- Goodenow, C., & Grady, K. E.
- Affiliations
- Tufts University (US)
- Massachusetts Institute of Behavioral Medicine
- Venue
- The Journal of Experimental Education
- Publisher
- Informa UK Limited
- Published
- 1993-07
- Volume
- 62
- Issue
- 1
- Pages
- 60-71
- ISSN
- 0022-0973 (ISSN-L)
- 1940-0683
- OpenAlex
- W2123508888
- Cited by
- 1,357
- References
- 3
- Citations by year
- 2026: 107 · 2025: 131 · 2024: 112 · 2023: 104 · 2022: 121 · 2021: 78 · 2020: 78 · 2019: 62 · 2018: 49 · 2017: 47 · 2016: 52 · 2015: 55 · 2014: 40 · 2013: 45 · 2012: 50
- FWCI
- 1.54
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- The Journal of Experimental Education (publishedVersion)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Social Sciences › Education › Early Childhood Education and Development
- Social Sciences › Education › Parental Involvement in Education
- Keywords
- school belonging, academic motivation, peer influence, expectancy of success, self-reported effort, urban adolescents, junior high school students, African American students, Hispanic students, gender differences, school dropout risk
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