Abstract
Prior research has suggested that teacher support and sense of belonging are important predictors of student literacy in key areas like mathematics, reading, and science. However, the exact mechanism through which these two variables affect literacy is not clear. In this study, the mediating role of teacher support and sense of belonging on science literacy was explored using a nationally representative sample of 4546 high school students from 270 schools in Lebanon. The empirical results indicate that sense of belonging strongly mediates the relationship between teacher support and science literacy, with the analytical models explaining as much as 28% of the total variation in literacy.
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Yes, source of data is publicly available at the Program for International Student Assessment (PISA) website <https://www.oecd.org/pisa/data/>.
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Saroughi, M., Cheema, J. Mediating effect of sense of belonging on the relationship between teacher support and science literacy: evidence from Lebanon. Curr Psychol 42, 15277–15286 (2023). https://doi.org/10.1007/s12144-022-02803-x
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DOI: https://doi.org/10.1007/s12144-022-02803-x