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Does Socioeconomic Status Moderate the Relationship Between School Belonging and School-Related factors in Australia?

Author

Listed:
  • Kelly-Ann Allen

    (Monash University
    University of Melbourne)

  • Beatriz Gallo Cordoba

    (Monash University)

  • Ashleigh Parks

    (Monash University
    Monash University)

  • Gökmen Arslan

    (University of Melbourne
    Mehmet Akif Ersoy University)

Abstract

Sense of school belonging has a strong impact on adolescents’ well-being, and whilst there are many factors that can influence school belonging, two of the most salient factors include perceived teacher support and exposure to bullying . While the association between school belonging and teacher support and school belonging and exposure to bullying are well documented in the literature, less is known about how these relationships vary depending on students’ socioeconomic status (SES). The aim of this study was to investigate whether SES moderated the relationship between school belonging and these school-related factors. The sample was drawn from the 14,273 Australian 15 and 16-year-olds who completed the 2018 Organisation for Economic Cooperation and Development’s (OECD) Program for International Student Assessment (PISA) survey. Linear regression analyses revealed that the association between school belonging and teacher support was not moderated by SES and there was a positive relationship between SES and sense of school belonging, even after accounting for teacher support, exposure to bullying and other student and school characteristics. Despite limitations, this study fills a gap in the literature, provides a foundation for further research to build on, and has potential implications for how safety should be promoted for students of both high and low SES for teacher support to more strongly influence their sense of school belonging.

Suggested Citation

  • Kelly-Ann Allen & Beatriz Gallo Cordoba & Ashleigh Parks & Gökmen Arslan, 2022. "Does Socioeconomic Status Moderate the Relationship Between School Belonging and School-Related factors in Australia?," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 15(5), pages 1741-1759, October.
    • Handle: RePEc:spr:chinre:v:15:y:2022:i:5:d:10.1007_s12187-022-09927-3
    DOI: 10.1007/s12187-022-09927-3
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    References listed on IDEAS

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    1. Lumley, Thomas, 2004. "Analysis of Complex Survey Samples," Journal of Statistical Software, Foundation for Open Access Statistics, vol. 9(i08).
    2. Gökmen Arslan & Kelly-Ann Allen & Tracii Ryan, 2020. "Exploring the Impacts of School Belonging on Youth Wellbeing and Mental Health among Turkish Adolescents," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 13(5), pages 1619-1635, October.
    3. Gökmen Arslan & Kelly-Ann Allen, 2021. "School Victimization, School Belongingness, Psychological Well-Being, and Emotional Problems in Adolescents," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 14(4), pages 1501-1517, August.
    4. Meyer, O.L. & Castro-Schilo, L. & Aguilar-Gaxiola, S., 2014. "Determinants of mental health and self-rated health: A model of socioeconomic status, neighborhood safety, and physical activity," American Journal of Public Health, American Public Health Association, vol. 104(9), pages 1734-1741.
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    Cited by:

    1. M.M. Segovia-González & José M. Ramírez-Hurtado & I. Contreras, 2023. "Analyzing the Risk of Being a Victim of School Bullying. The Relevance of Students’ Self-Perceptions," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 16(5), pages 2141-2163, October.

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