Examining predictors of school belonging using a socio-ecological perspective

Abstract Between the years of 2003–2015, Programme for International Student Assessment (PISA) has identified a global trend signalling decline in sense school belonging secondary students. Research several factors that are positively related to belonging, such as teacher support and academic motivation. However, little empirical research been conducted evaluate relevant variables holistically assess their socio-ecological levels (e.g., student, microsystem, mesosystem) relative student. The purpose this study is significant predictive within each level regarding belonging. For purpose, used data collected by PISA 2015, focusing on from 309,785 15-year-old students attending 12,668 schools 52 countries around world. Hierarchical multiple regression analysis was a) examine layered structure b) explore contributions layer socio-ecosystem explain variability c) potential variations ability across countries. models provided existence layers but also some underlying relationships socio-ecosystem. then concludes with discussion implications findings leaders, teachers parents respect how approaches strategies can be absorbed into existing practices operations at school.