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This preregistered student-level randomized controlled trial tested replicability for 604 sixth-graders transitioning in three Texas schools. Confirmatory academic and behavioral effects did not replicate, but exploratory results showed larger reductions in disciplinary referrals for students with more baseline referrals. Students of color also improved grade point averages more than white and Asian peers.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/aera-open-replicating-a-middle-school-belonging-intervention-evidence-from-a-randomized-trial-within-a-new-school-district/590384/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/aera-open-replicating-a-middle-school-belonging-intervention-evidence-from-a-randomized-trial-within-a-new-school-district/590384.png","ImageObject",300,407,{"name":92,"@type":93},"Pentious","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What intervention was tested for sixth-graders transitioning to middle school?","Question",{"text":112,"@type":113},"A brief middle-school belonging intervention aimed at reducing students’ social and academic worries associated with the transition.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Did the study’s preregistered main effects replicate?",{"text":117,"@type":113},"No. The hypothesized main effects for confirmatory academic and behavioral outcomes did not replicate in the new district context.",{"name":119,"@type":110,"acceptedAnswer":120},"What exploratory results were found despite non-replication of main effects?",{"text":121,"@type":113},"Students who had more disciplinary referrals during the transition showed larger reductions in referrals after the intervention, and students of color showed greater grade point average improvements than white and Asian peers.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590384,1792211371,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},1374404730887,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","AERA Open  \nJanuary-December 2025, Vol. 11, No. 1, pp. 1–22 DOI: 10. 1177/23328584251364785  \nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2025. [https://journals.sagepub.com/home/ero](https://journals.sagepub.com/home/ero)  \nReplicating a Middle-School Belonging Intervention: Evidence from a Randomized Trial Within a New School District  \nGeoffrey D. Borman  \nArizona State University  \nTrisha H. Borman  \nMeasured Decisions, Inc.  \nSo Jung Park  \nBo Zhu  \nAmerican Institutes for Research  \nRecent randomized studies suggest brief social-psychological interventions can help students reappraise common social and academic worries during the difficult transition to middle school and, in turn, improve school performance. We conducted a preregistered student-level randomized controlled trial to assess the replicability of these findings for sixth-grade students transitioning to middle school in three Texas schools (n = 604). Hypothesized main effects for the preregistered confirmatory academic and behavioral outcomes did not replicate. However, exploratory analyses revealed that treatment students with greater numbers of disciplinary referrals during the transition to middle school experienced larger reductions in referrals after intervention than those with fewer baseline referrals. Also, students of color showed greater improvements in their grade point averages after intervention than their white and Asian peers. Non-replicated main effects may be explained by an unusual district context and by evidence suggesting that the intervention mitigated students’ academic worries but did not resolve social worries.  \nKeywords: Adolescence, belonging, experimental research, middle schools, psychology  \nSocial belonging is an essential human need (Baumeister & Leary, 1995) . When individuals transition from the familiar to the unknown—such as the typical move from elementary to middle school—they are at risk of experiencing belonging uncertainty, a psychological state whereby people perceive the surrounding environment as potentially threatening (Walton & Cohen, 2007) . In this psychological state, individuals associate ambiguous or negative cues in their environments (e.g., getting one bad grade, having an argument with a friend) with the idea that they do not belong and often attribute the cause of belonging uncertainty to internal and permanent characteristics instead of external and changeable conditions (Murphy et al., 2007; Sekaquaptewa, 2011; Smith et al., 2013; Thoman et al., 2014; Walton & Cohen, 2007) . Ina school-based setting, this attribution error can initiate a negative feedback loop, in turn, confirming feelings that students do not belong academically and socially and hindering their academic engagement and effort (Thoman et al., 2013) . It also causes anxiety that reroutes mental processing to  \nstress management, ultimately reducing students’ capacity for academic tasks (Schmader & Johns, 2003; Schwarzer, 1986) . Finally, feelings of social rejection cause declines in self-regulation (Baumeister et al., 2005), and can place adolescents at greater risk for both internalizing and externalizing problems (Newman et al., 2007) .  \nAttending to the academic and social well-being of students transitioning to middle school is urgent. In this study, we conducted a direct or, as termed by Hudson (2023), an“exact” replication of a brief middle-school belonging intervention in a new district context. Previous research reported by Borman et al. (2019) and Pyne and Borman (2020) has confirmed that this social-psychological intervention, which is designed to mitigate students’social and academic worries associated with the transition to middle school, can have positive impacts on transitioning students’ school success. Here, we utilize the same intervention materials and procedures as used in the two prior experiments, thereby directly ","cbCaitPKnC1vuEUv","https://ap.wps.com/l/cbCaitPKnC1vuEUv","pdf",730696,22,"English","# Replicating a Middle-School Belonging Intervention\n## Study design and participants\n## Findings: main effects and exploratory effects\n## Background: belonging uncertainty and attribution processes\n## Rationale for focusing on academic and social well-being","[{\"question\":\"What intervention was tested for sixth-graders transitioning to middle school?\",\"answer\":\"A brief middle-school belonging intervention aimed at reducing students’ social and academic worries associated with the transition.\"},{\"question\":\"Did the study’s preregistered main effects replicate?\",\"answer\":\"No. The hypothesized main effects for confirmatory academic and behavioral outcomes did not replicate in the new district context.\"},{\"question\":\"What exploratory results were found despite non-replication of main effects?\",\"answer\":\"Students who had more disciplinary referrals during the transition showed larger reductions in referrals after the intervention, and students of color showed greater grade point average improvements than white and Asian peers.\"}]","AERA Open - Replicating a Middle-School Belonging Intervention - Evidence from a Randomized Trial Within a New School District | PDF",1792069521,55]