The role of subjective socioeconomic status in predicting academic performanceExploring the mediating influence of sense of belonging among students in a distance learning university

  1. Vázquez, Alexandra 1
  2. Alba, Beatriz 1
  3. Lois, David 1
  4. García-Ael, Cristina 1
  5. Bustillos, Antonio 1
  1. 1 Universidad Nacional de Educación a Distancia
    info

    Universidad Nacional de Educación a Distancia

    Madrid, España

    ROR https://ror.org/02msb5n36

Revista:
The Spanish Journal of Psychology

ISSN: 1138-7416

Año de publicación: 2024

Número: 27

Tipo: Artículo

DOI: 10.1017/SJP.2024.9 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: The Spanish Journal of Psychology

Resumen

Building upon existing research conducted in face-to-face universities, our research explored whether, in the context of a distance learning institution, the positive association between subjective socioeconomic status and academic performance can be explained by students’ sense of belonging. To that end, we conducted a three-wave correlational study with 2,261 students enrolled in Social Psychology in a distance learning university. At the start of the academic year, we measured participants’ subjective socioeconomic status relative to other students alongside their initial expectations in terms of time investment and grades and other relevant covariates. Midway through the course, we assessed their sense of belonging to the university and, at the end, we recorded their grades. Results suggested that sense of belonging potentially serves as a mediating factor in the positive relationship between subjective socioeconomic status and grades even after accounting for variables like initial grade expectations, time commitment, gender, age, and employment situation. These findings emphasize the pivotal role of students’ psychological connection to the university in shaping their academic achievement, even within the expanding landscape of distance education.

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