学校归属感与学业成绩的关系:基于中国学生的元分析

The Relationship between School Belonging and Academic Achievement:A Meta-analysis Based on Chinese Students

目的:应用元分析的方法探讨中国学生学校归属感与学业成绩之间的关系,并探究影响二者关系的调节因素。方法:通过文献检索,共有32篇文献、38个独立样本纳入标准(n=31121)。异质性检验表明,选择随机效应模型比较合适。结果:漏斗图和Egger's检验结果显示,本元分析不存在发表偏差;主效应检验发现,学校归属感与学业成绩呈中等程度的显著正相关(r=0.21,P<0.001,95%CI为[0.15,0.27]);调节效应检验发现,二者关系受生源地类型的调节,但不受性别、学校归属感测量工具和学生群体类别的影响。结论:中国学生的学校归属感与学业成绩之间的关系密切;同时还要考虑生源地类型在二者关系中的调节效应,未来研究可进一步聚焦于农村学生这一群体。

Objective:The meta-analysis method was used to discusses the relationship between school belonging and academic performance of Chinese students,and explores the moderating factors that affect the relationship between them.Methods:Through literature search,a total of 32 articles and 38 independent samples were included(n=31121).Homogeneity test shows that the random effect model is more appropriate to adopt.Results:the results of funnel plot and Egger's test showed that there was no publication bias in the meta-analysis.The main effect test found that there was a moderate positive correlation between school belonging and academic achievement(r=0.21,P<0.001,95%CI[0.15,0.27]).The moderating effect test shows that the relationship between the two is regulated by the type of students'local institution,but not by gender,school belonging measurement tools and student group categories.Conclusion:There is a close relationship between Chinese students'sense of school belonging and their academic performance;At the same time,we should also consider the role of the type of students'local institution in the relationship between them,and future research can further focus on rural students.