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Reciprocal longitudinal effects between sense of school belonging and academic achievement: quasi-experimental estimates using United States primary school data

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Title: Reciprocal longitudinal effects between sense of school belonging and academic achievement: quasi-experimental estimates using United States primary school data
Authors: Chris Sakellariou
Source: Frontiers in Psychology, Vol 15 (2025)
Publisher Information: Frontiers Media S.A., 2025.
Publication Year: 2025
Collection: LCC:Psychology
Subject Terms: sense of school belonging, academic achievement, reciprocal longitudinal effects, quasiexperimental methods, ECLS-K: 2011, Psychology, BF1-990
More Details: IntroductionThis study investigates the bidirectional relationship between earlier sense of school belonging and later academic achievement in schoolchildren at grades 4 and 5 in US schools, using ECLS-K:2011 longitudinal data.MethodsTwo alternative estimation methods were used, both addressing biases due to endogenous covariates.Results and discussionThe findings (sample size > 8,000 observations) provide strong evidence that (1) the dominant effect is from sense of school belonging to achievement, where lower bound effect sizes are substantially larger than those reported in correlational studies; and (2) in the opposite direction biases are small, and bias-corrected effect estimates are generally in line with the multiple regression estimates. The findings also provide suggestive evidence of larger effects for girls compared to boys in the direction from sense of school belonging to achievement scores. The study’s findings provide useful insights into the potential impact of school-based interventions.
Document Type: article
File Description: electronic resource
Language: English
ISSN: 1664-1078
Relation: https://www.frontiersin.org/articles/10.3389/fpsyg.2024.1478320/full; https://doaj.org/toc/1664-1078
DOI: 10.3389/fpsyg.2024.1478320
Access URL: https://doaj.org/article/59f6944cc35b4ab4b792c01576f5a745
Accession Number: edsdoj.59f6944cc35b4ab4b792c01576f5a745
Database: Directory of Open Access Journals
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  Data: IntroductionThis study investigates the bidirectional relationship between earlier sense of school belonging and later academic achievement in schoolchildren at grades 4 and 5 in US schools, using ECLS-K:2011 longitudinal data.MethodsTwo alternative estimation methods were used, both addressing biases due to endogenous covariates.Results and discussionThe findings (sample size > 8,000 observations) provide strong evidence that (1) the dominant effect is from sense of school belonging to achievement, where lower bound effect sizes are substantially larger than those reported in correlational studies; and (2) in the opposite direction biases are small, and bias-corrected effect estimates are generally in line with the multiple regression estimates. The findings also provide suggestive evidence of larger effects for girls compared to boys in the direction from sense of school belonging to achievement scores. The study’s findings provide useful insights into the potential impact of school-based interventions.
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