Who Belongs in School? Using Statistical Learning Techniques to Identify Linear, Nonlinear and Interactive Effects

The sense of school belonging refers to students' feelings of being accepted and connected to their particular school. School belonging has been considered an important determinant of a range of academic and socioemotional outcomes. Yet despite an extensive literature on the topic, it is not cl...

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Main Author: Quintana, Rafael
Format: Article
Language:English
Published: Université d'Ottawa 2021-09-01
Series:Tutorials in Quantitative Methods for Psychology
Subjects:
Online Access:https://www.tqmp.org/RegularArticles/vol17-3/p312/p312.pdf
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spelling doaj-dacd9db1f5f544b39fd9916cba1489042021-09-24T10:08:23ZengUniversité d'OttawaTutorials in Quantitative Methods for Psychology1913-41262021-09-0117331232810.20982/tqmp.17.3.p312Who Belongs in School? Using Statistical Learning Techniques to Identify Linear, Nonlinear and Interactive EffectsQuintana, RafaelThe sense of school belonging refers to students' feelings of being accepted and connected to their particular school. School belonging has been considered an important determinant of a range of academic and socioemotional outcomes. Yet despite an extensive literature on the topic, it is not clear what factors are more strongly related to the students' sense of school belonging. Using a nationally representative dataset, we investigated the extent to which school belonging in fifth grade can be predicted by a wide range of individual and contextual-level factors using two statistical learning techniques (Lasso and MARS). The strongest predictor of school belonging across all models was students' feelings of peer social support, followed by students' feelings of loneliness at school. These results suggest that peer social relationships are a key component of students feeling of being connected to their school.https://www.tqmp.org/RegularArticles/vol17-3/p312/p312.pdfschool belongingstatistical learninglassomars
collection DOAJ
language English
format Article
sources DOAJ
author Quintana, Rafael
spellingShingle Quintana, Rafael
Who Belongs in School? Using Statistical Learning Techniques to Identify Linear, Nonlinear and Interactive Effects
Tutorials in Quantitative Methods for Psychology
school belonging
statistical learning
lasso
mars
author_facet Quintana, Rafael
author_sort Quintana, Rafael
title Who Belongs in School? Using Statistical Learning Techniques to Identify Linear, Nonlinear and Interactive Effects
title_short Who Belongs in School? Using Statistical Learning Techniques to Identify Linear, Nonlinear and Interactive Effects
title_full Who Belongs in School? Using Statistical Learning Techniques to Identify Linear, Nonlinear and Interactive Effects
title_fullStr Who Belongs in School? Using Statistical Learning Techniques to Identify Linear, Nonlinear and Interactive Effects
title_full_unstemmed Who Belongs in School? Using Statistical Learning Techniques to Identify Linear, Nonlinear and Interactive Effects
title_sort who belongs in school? using statistical learning techniques to identify linear, nonlinear and interactive effects
publisher Université d'Ottawa
series Tutorials in Quantitative Methods for Psychology
issn 1913-4126
publishDate 2021-09-01
description The sense of school belonging refers to students' feelings of being accepted and connected to their particular school. School belonging has been considered an important determinant of a range of academic and socioemotional outcomes. Yet despite an extensive literature on the topic, it is not clear what factors are more strongly related to the students' sense of school belonging. Using a nationally representative dataset, we investigated the extent to which school belonging in fifth grade can be predicted by a wide range of individual and contextual-level factors using two statistical learning techniques (Lasso and MARS). The strongest predictor of school belonging across all models was students' feelings of peer social support, followed by students' feelings of loneliness at school. These results suggest that peer social relationships are a key component of students feeling of being connected to their school.
topic school belonging
statistical learning
lasso
mars
url https://www.tqmp.org/RegularArticles/vol17-3/p312/p312.pdf
work_keys_str_mv AT quintanarafael whobelongsinschoolusingstatisticallearningtechniquestoidentifylinearnonlinearandinteractiveeffects
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