The relationships between school belonging and students' motivational, social-emotional, behavioural, and academic outcomes in secondary education:a meta-analytic review

This meta-analytic review examines the relationships between students' sense of school belonging and students' motivational, social-emotional, behavioural, and academic functioning in secondary education. Moreover, it examines to what extent these relationships differ between different student groups (grade level, SES), measurement instruments, and region. The meta-analysis included 82 correlational studies, published in peer-reviewed journals between 2000 and 2018. Results revealed, on average, a small positive correlation with academic achievement, and small to moderate positive correlations with motivational outcomes such as mastery goal orientations; with social-emotional outcomes such as self-concept and self-efficacy; and with behavioural outcomes such as behavioural, cognitive, and agentic engagement. A small negative correlation is observed with absence and dropout rates. Similar results are found across different student groups (grade level, SES). Although the results vary to some extent across measurement instruments and region, generally, the results reveal that school belonging plays an important role in students' school life

The predictive power of track recommendations in Dutch secondary education

In the transition from Dutch primary to secondary education, two indicators are used to place students in the right track: primary school teachers' track recommendations (TTR) and standardized achievement tests (SATs) at the end of primary school. Which indicator is better for placing students is a long-standing issue among educational researchers and professionals. Since 2015, the SAT is administered after the TTR has been given; previously, SAT was administered first. In the current study, it was investigated to what extent TTR and a commonly used SAT predict students' educational attainment after three years of secondary education for multiple cohorts before and after 2015. The results were compared for educational tracks and for different socio-economic status (SES) groups, using multiple samples approaching population data. For all educational tracks and SES groups the results show that TTR is a better predictor of educational attainment than SAT. Furthermore, large differential effects for SES were found. The change of administrative sequence in 2015 had no effect on the overall predictive accuracy: TTR remained the better predictor. The results give new insights into the predictive value of both TTR and SAT before and after the change in administration sequence