Support for this study was provided by a grant from the Russell Sage Foundation.
A Longitudinal Study of School Belonging and Academic Motivation Across High School
Article first published online: 24 SEP 2012
© 2012 The Authors. Child Development © 2012 Society for Research in Child Development, Inc.
Volume 84, Issue 2, pages 678–692, March/April 2013
How to Cite
Neel, C. G.-O. and Fuligni, A. (2013), A Longitudinal Study of School Belonging and Academic Motivation Across High School. Child Development, 84: 678–692. doi: 10.1111/j.1467-8624.2012.01862.x
- Issue published online: 18 MAR 2013
- Article first published online: 24 SEP 2012
- Russell Sage Foundation
This longitudinal study examined how school belonging changes over the years of high school, and how it is associated with academic achievement and motivation. Students from Latin American, Asian, and European backgrounds participated (N = 572; age span = 13.94–19.15 years). In ninth grade, girls' school belonging was higher than boys'. Over the course of high school, however, girls' school belonging declined, whereas boys' remained stable. Within-person longitudinal analyses indicated that years in which students had higher school belonging were also years in which they felt that school was more enjoyable and more useful, above and beyond their actual level of achievement. Results highlight the importance of belonging for maintaining students' academic engagement during the teenage years.