[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-590546-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-590546-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","the-relationship-between-middle-grade-student-belonging-and-middle-grade-student-performance-study-findings-and-literature-review","The Relationship between Middle Grade Student Belonging and Middle Grade Student Performance - Study Findings and Literature Review","","The study investigates how a middle school initiative focused on student voice, interpersonal relationships, and intrapersonal relationships relates to students’ sense of belonging and its link to performance outcomes. Using a longitudinal comparison of perceptions, it tracks 343 sixth-grade students in a suburban system during the 2011–2012 school year. Results show declines in perceptions of teacher and peer support, overall satisfaction, and academic competence. The review emphasizes belonging as vital to self-esteem, motivation, engagement, and classroom participation, while low belonging increases risks such as disengagement and stress.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/the-relationship-between-middle-grade-student-belonging-and-middle-grade-student-performance-study-findings-and-literature-review/590546/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/the-relationship-between-middle-grade-student-belonging-and-middle-grade-student-performance-study-findings-and-literature-review/590546.png","ImageObject",300,407,{"name":42,"@type":43},"Stanley","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-09","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",9,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What does the study examine regarding middle school initiatives?","Question",{"text":63,"@type":64},"It examines how efforts to develop student voice, interpersonal relationships, and intrapersonal relationships relate to students’ sense of belonging and related performance outcomes.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How was the study conducted and who participated?",{"text":68,"@type":64},"The research compared changes in students’ perceptions across time, involving 187 male and 156 female sixth-grade students in a suburban school system during the 2011–2012 academic year.",{"name":70,"@type":61,"acceptedAnswer":71},"What were the main results about students’ perceptions and performance?",{"text":72,"@type":64},"Students’ perceptions declined regarding teacher and peer support, overall satisfaction, and academic competence.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},590546,1792100878,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,115,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},7,"Healthcare",40,"healthcare",{"id":112,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":113,"slug":114},8,30,"research-report",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":112,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":113,"preview_page_count":4},2336477405376,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","The Relationship between Middle Grade Student Belonging and Middle Grade Student Performance  \nPhyllis B. Faust, Principal, Trussville, Alabama  \nLeslie S. Ennis, Samford University  \nWilliam M. Hodge, University of Alabama  \nThis study examined the relationship between a middle school initiative to develop student voice, interpersonal relationships, and intrapersonal relationships and students’sense of belonging. The literature indicated a strong connection between students’sense of belonging in school and positive outcomes in and out of the classroom (Deci & Knowles, 2008). The design compared changes in students’perceptions across time. The subjects were 187 male and 156 female sixth-grade students in a suburban school system during the 2011-2012 academic school year. Results indicated a decline in students’perceptions related to teacher and peer support, overall satisfaction, and academic competence.  \nBelonging is an essential human need that strongly relates to self-esteem, acceptance, and positive interpersonal relationships in middle school years but is usually absent from school services (Baumeister & Leary, 1995; Kunc, 1992) . Middle school is a period of greater vulnerability with challenges to values, norms, self-esteem, and a strong need for support and approval from peers and adults (Education, 2012) . Students with a low sense of belonging are often at risk for joining gangs, dropping out of school, or abusing drugs (Beck & Malley, 2003) . Physical development and varied rates of maturity create further a challenge for some middle grade students. Deci (1992) stated a sense of belonging may strongly motivate students’ interest in school, and promote classroom engagement, selfconcept, intrinsic value, and the pursuit of academic and prosocial goals and behaviors.  \nLiterature Review  \nIn middle school years, personal development and social goals may take precedence over academic goals (Education, 2012) . Adolescent development begins five years earlier for current adolescents than for those of the last century. Students’ accelerated physical development and the varying rates of maturity may cause a lack of coordination and social and physical awkwardness. As the physical development of middle school students accelerate, pressures toward sexual behavior increase, often preceding adequate emotional and social development.  \nAlabama Journal of Educational Leadership  \nVolume 1, September 2014  \n© 2014 Alabama Association of Professors of Educational Leadership  \nAcademic benefits from positive peer relationships evolve early in students’school careers (Parker & Asher, 1987) . Students maintaining positive peer relationships have greater enjoyment in the school environment and make greater gains in academic performance.  \nApproximately twenty-five percent of students experiencing low acceptance from peers drop out of school (Parker & Asher, 1987) . Low peer acceptance may result in easy distraction, confusion, and difficulty concentrating, resulting in an unpleasant school environment with undue or unwanted stress.  \nChanging demographics have transformed traditional sources of belonging for the adolescent stage of development (Beck & Malley, 2003) . One-parent households, adults’long work hours, and the transient nature of families have contributed to some children experiencing alienation and apathy.  \nMiddle school students are intensely curious, argumentative, inexperienced with independence, and fledgling critical thinkers (Education, 2012) . Fledgling critical thinkers encounter an academic curriculum that transitions from concrete stages of learning to more abstract thought processes stressing the ability to hypothesize, reason, consider multiple ideas, and contemplate thoughts possibly contrary to fact. Analyzing and synthesizing literature and mathematical concepts and symbols require the development of students’ higher order thinking skills. Developing deeper insights into poetry, music, and political ideolog","cbCaijB6vipUBNnW","https://ap.wps.com/l/cbCaijB6vipUBNnW","pdf",274496,12,"English","# Introduction and Study Purpose\n## Sense of belonging and expected outcomes\n## Study design and participants\n# Findings\n## Changes in perceptions over time\n# Literature Review\n## Developmental needs and vulnerability\n## Peer relationships and academic benefits\n## Risk factors linked to low belonging\n## Student voice and decision-making","[{\"question\":\"What does the study examine regarding middle school initiatives?\",\"answer\":\"It examines how efforts to develop student voice, interpersonal relationships, and intrapersonal relationships relate to students’ sense of belonging and related performance outcomes.\"},{\"question\":\"How was the study conducted and who participated?\",\"answer\":\"The research compared changes in students’ perceptions across time, involving 187 male and 156 female sixth-grade students in a suburban school system during the 2011–2012 academic year.\"},{\"question\":\"What were the main results about students’ perceptions and performance?\",\"answer\":\"Students’ perceptions declined regarding teacher and peer support, overall satisfaction, and academic competence.\"}]","The Relationship between Middle Grade Student Belonging and Middle Grade Student Performance - Study Findings and Literature Review | PDF",1792069857]