The increment in the model’s predictive power was significant (R

The WP1066 site increment in the model’s predictive power was significant (R?change = .471, F CGP-57148B web statistic for R?change = 67.17, p < .001). Five student personal attributes significantly contributed to the primary school belongingness model. Higher belongingness was associated with concurrent high levels of social acceptance competence (Beta = .13, p = .001), low physical appearance competence (Beta = .10, p = .005), and high social affiliation motivational goal orientation (Beta = .15, p <.001). The use of low-levels of problem-solving coping skills relative to the average problem-solving group (Beta = -.16, p < .001), and frequent use of non-productive coping strategies (such as, worrying, ignoring the problem at hand, and self-blame) (Beta = -.22, p < .001) was associated with lower school belongingness. Students' perceptions of scholastic competence, the pursuit of academic goals for schooling, and their mental health functioning did not influence their school belongingness scores. Block 3. With the addition of family factors in Block 3, the model's predictive power increased to 52.5 (R?change = .030, F statistic for R?change = 11.12, p < .001). Students whose parents reported low school-based involvement (Beta = -.09, p = .008) were less likely to feel they belonged in school, while those whose parents expected them to secure a university degree were more likely to feel belongingness (Beta = .10, p = .006). Other parent factors, such as social support and parental self-efficacy did not significantly contribute to the model of school belongingness. Block 4. School and classroom factors when added in Block 4, enabled the model to explain 66.4 of the variance in school belongingness (R?change = .139, F statistic for R?change = 24.29, p < .001). Students who perceived their classroom to have low level task-goal structure (Beta = -.11, p = .006) were less likely to belong when compared to their counterparts who reported average level task-goal structure. Positive associations were found between school belongingness and involvement in classroom activities (Beta = .17, p < .001); and belongingness to highly autonomous (Beta = .11, p = .006) and culturally pluralistic classroom environments (Beta = .17, p < .001). Students were less likely to feel belongingness if their parents reported that their teachers extended low invitations for parental involvement in their schooling (Beta = -.07, p = .033). Students who reported being bullied in primary school also reported lower concurrent school belongingness (Beta = -.10, p = .003).DiscussionThe current study presents the 15 most significant student personal and contextual factors that explain two-thirds (66.4 ) of the variability in 12-year old students' perceptions of belongingness in primary school. Demographic variables, including gender and disability accounted for 2.5 of the variability in student belongingness. Student personal attributes explained the majority of the variability in school belongingness (47.1 out of 66.4 ) followed by school factors (13.9 ), and family factors (3 out of 66.4 ). Students who perceived themselves to be socially accepted by their peers, and adopted social affiliation goals for schooling had higher belongingness scores [25,26]. We draw on competence theories to explain these findings. Competence theorists would argue that an individual's perception of competence is a result of success in an achievement context [22,87]. People gravitate to domains in which they perceive s.The increment in the model's predictive power was significant (R?change = .471, F statistic for R?change = 67.17, p < .001). Five student personal attributes significantly contributed to the primary school belongingness model. Higher belongingness was associated with concurrent high levels of social acceptance competence (Beta = .13, p = .001), low physical appearance competence (Beta = .10, p = .005), and high social affiliation motivational goal orientation (Beta = .15, p <.001). The use of low-levels of problem-solving coping skills relative to the average problem-solving group (Beta = -.16, p < .001), and frequent use of non-productive coping strategies (such as, worrying, ignoring the problem at hand, and self-blame) (Beta = -.22, p < .001) was associated with lower school belongingness. Students' perceptions of scholastic competence, the pursuit of academic goals for schooling, and their mental health functioning did not influence their school belongingness scores. Block 3. With the addition of family factors in Block 3, the model's predictive power increased to 52.5 (R?change = .030, F statistic for R?change = 11.12, p < .001). Students whose parents reported low school-based involvement (Beta = -.09, p = .008) were less likely to feel they belonged in school, while those whose parents expected them to secure a university degree were more likely to feel belongingness (Beta = .10, p = .006). Other parent factors, such as social support and parental self-efficacy did not significantly contribute to the model of school belongingness. Block 4. School and classroom factors when added in Block 4, enabled the model to explain 66.4 of the variance in school belongingness (R?change = .139, F statistic for R?change = 24.29, p < .001). Students who perceived their classroom to have low level task-goal structure (Beta = -.11, p = .006) were less likely to belong when compared to their counterparts who reported average level task-goal structure. Positive associations were found between school belongingness and involvement in classroom activities (Beta = .17, p < .001); and belongingness to highly autonomous (Beta = .11, p = .006) and culturally pluralistic classroom environments (Beta = .17, p < .001). Students were less likely to feel belongingness if their parents reported that their teachers extended low invitations for parental involvement in their schooling (Beta = -.07, p = .033). Students who reported being bullied in primary school also reported lower concurrent school belongingness (Beta = -.10, p = .003).DiscussionThe current study presents the 15 most significant student personal and contextual factors that explain two-thirds (66.4 ) of the variability in 12-year old students' perceptions of belongingness in primary school. Demographic variables, including gender and disability accounted for 2.5 of the variability in student belongingness. Student personal attributes explained the majority of the variability in school belongingness (47.1 out of 66.4 ) followed by school factors (13.9 ), and family factors (3 out of 66.4 ). Students who perceived themselves to be socially accepted by their peers, and adopted social affiliation goals for schooling had higher belongingness scores [25,26]. We draw on competence theories to explain these findings. Competence theorists would argue that an individual's perception of competence is a result of success in an achievement context [22,87]. People gravitate to domains in which they perceive s.