On Institutional Belongingness and Academic Performance: Mediating Effects of Social Self-Efficacy and Metacognitive Strategies
Type of content
UC permalink
Publisher's DOI/URI
Thesis discipline
Degree name
Publisher
Journal Title
Journal ISSN
Volume Title
Language
Date
Authors
Abstract
Educational researchers have provided evidence that students who see themselves as valued members of their university (institutional belongingness) tend to have higher academic performance than students with a weaker sense of institutional belongingness. The current research draws on social cognitive theory to inspect two mechanisms that might explain this correlation: social self-efficacy and metacognitive strategies. We tested a double-mediation model with a large sample of students (n = 1,480) from one higher education institution in New Zealand. Using structural equation modeling, social self-efficacy and metacognitive strategies were meaningful contributors to the relation between institutional belongingness and Grade Point Average (GPA). Our discussion focuses on how universities can design strategies that promote belongingness and, in turn, improve how students interact, learn, and perform.
Description
Citation
Keywords
Ngā upoko tukutuku/Māori subject headings
ANZSRC fields of research
1303 Specialist Studies in Education
Fields of Research::39 - Education::3903 - Education systems::390303 - Higher education
Fields of Research::39 - Education::3901 - Curriculum and pedagogy::390102 - Curriculum and pedagogy theory and development
Fields of Research::39 - Education::3904 - Specialist studies in education::390412 - Teacher and student wellbeing
Fields of Research::39 - Education::3904 - Specialist studies in education::390403 - Educational administration, management and leadership
Fields of Research::39 - Education::3904 - Specialist studies in education::390407 - Inclusive education