Classroom Belonging among Early Adolescent Students: Relationships to Motivation and Achievement

Goodenow, Carol

doi:10.1177/0272431693013001002

Cited by 1,614Education, Achievement, and GiftednessEducational Environments and Student OutcomesMotivation and Self-Concept in Sports

Classroom Belonging among Early Adolescent Students: Relationships to Motivation and Achievement

Goodenow, Carol·1993·The Journal of Early Adolescence

DOI 10.1177/0272431693013001002

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Abstract

Early adolescents'sense of classroom belonging and support-of being liked, respected, and valued by fellow students and by the teacher-was investigated among 353 sixth-, seventh-, and eighth-grade middle school students. Focusing on one academic class, students completed scales of classroom belonging and support, expectancies for success, and intrinsic interest and value; course grades and effort ratings were obtained from English teachers. Each of three belonging/support factors identified by principal components analysis contributed significantly to explaining variance in expectancies and value, with teacher support having the most consistently substantial influence across student subgroups. The strength of association between support and motivation dropped significantly from sixth to eighth grade. Teacher support was more closely related to motivation for girls than for boys. Expectancy was the primary predictor of class effort and grades. These findings underscore the importance of belonging and interpersonal support in fostering academic motivation and achievement.

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Hospitalized students primarily experienced belonging through adult-child dyads with hospital teachers.
“hospitalized students primarily experienced belonging through adult–child dyads with hospital teachers, consistent with individualized pedagogy [68].”
From Sense of School Belonging and School Reintegration for Students Hospitalized With Chronic or Complex Medical Diseases: Insights From a Grounded Theory Study (2026) · cites this paper as [68]
HBS emphasizes individualized approaches, while mainstream schools operate within collective classroom structures and standardized curricula, creating barriers to coordination.
“While HBS emphasizes individualized approaches [68], MS operate within collective classroom structures and standardized curricula, creating barriers to coordination.”
From Sense of School Belonging and School Reintegration for Students Hospitalized With Chronic or Complex Medical Diseases: Insights From a Grounded Theory Study (2026) · cites this paper as [68]

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“In a classroom context, Goodenow (1993) defined sense of belonging as “students' sense of being accepted, valued, included, and encouraged by others (teacher and peers) in the academic classroom setting and of feeling oneself to be an important part of the life and activity of the class.”
Background
Follow the Money or Follow the Mentors?: The Impact of Mentoring on Absenteeism and Achievement in High Poverty Schools
May, J. J., Conway, D., & Guice, A. D. (2021) · Journal of Urban Learning Teaching and Research · doi:10.51830/jultr.14 · Cited by 1 · see citing works
Sense of School Belonging and School Reintegration for Students Hospitalized With Chronic or Complex Medical Diseases: Insights From a Grounded Theory Study
Tomberli, L., Vagnoli, L., Pavone, L., Amore, E., & Ciucci, E. (2026) · Journal of School Health · doi:10.1111/josh.70176
“While HBS emphasizes individualized approaches [68], MS operate within collective classroom structures and standardized curricula, creating barriers to coordination.”

Authors: Goodenow, C.
Affiliations: Tufts University (US)
Corresponding author: Goodenow, Carol
Venue: The Journal of Early Adolescence
Publisher: SAGE Publications
Published: 1993-02
Volume: 13
Issue: 1
Pages: 21-43
ISSN: 0272-4316 (ISSN-L)
1552-5449
DOI: 10.1177/0272431693013001002
OpenAlex: W2118002774
Cited by: 1,614
References: 7
Citations by year: 2026: 76 · 2025: 76 · 2024: 100 · 2023: 90 · 2022: 82 · 2021: 82 · 2020: 90 · 2019: 76 · 2018: 67 · 2017: 63 · 2016: 83 · 2015: 63 · 2014: 63 · 2013: 79 · 2012: 61
FWCI: 6.94
Type: journal article
Language: en
Open access: closed
Licence: journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations: The Journal of Early Adolescence (publishedVersion)
Topics: Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
Social Sciences › Education › Educational Environments and Student Outcomes
Social Sciences › Psychology › Social Psychology › Motivation and Self-Concept in Sports
Keywords: classroom belonging, early adolescents, teacher support, peer support, academic motivation, expectancy of success, intrinsic interest, academic effort, academic performance, gender differences, junior high school students

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Classroom Belonging among Early Adolescent Students: Relationships to Motivation and Achievement

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