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<p>Respectful interaction is not only a&#xa0;basic requirement for a&#xa0;constructive learning environment, but also an essential part of living together in democratic societies. Self-determination theory postulates that the experience of autonomy, competence, and a&#xa0;sense of belonging is a&#xa0;central human need. The present study investigates the extent to which significant differences in the experience of a&#xa0;sense of belonging can be demonstrated in Austrian primary school children with and without a&#xa0;migration background. Furthermore, it examines the extent to which the experience of a&#xa0;sense of belonging contributes to explaining differences in subject-specific self-concepts and performance in mathematics. The data basis is the TIMS study (4th&#xa0;grade for Austria). Descriptive and multivariate regression methods are used with the IEA IDB Analyzer and SPSS. The results show that the majority of Austrian fourth graders experience a&#xa0;high level of belonging, but that children with a&#xa0;migrant background are significantly less likely to report this positively. For first generation children, there is a&#xa0;significant positive effect on mathematical self-concept, which is moderated by belonging, mathematical achievement and learning resources. With regard to mathematical achievement, it can be seen that the sense of belonging is particularly important for second-generation children when examining differences in achievement taking into account migration background. The study expands migration-related school research for Austria by adding a&#xa0;perspective that has not yet been systematically explored.</p>

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Ungleiche Bildungschancen von Volkschulkindern in Österreich. Unterschiede im Erleben sozialer Eingebundenheit nach Migrationshintergrund und Zusammenhänge mit Leistungen und Selbstkonzept in Mathematik

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  • 发表日期：

    2025年3月10日

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  • Saranda Shabanhaxhaj,
  • Heike Wendt

摘要

Respectful interaction is not only a basic requirement for a constructive learning environment, but also an essential part of living together in democratic societies. Self-determination theory postulates that the experience of autonomy, competence, and a sense of belonging is a central human need. The present study investigates the extent to which significant differences in the experience of a sense of belonging can be demonstrated in Austrian primary school children with and without a migration background. Furthermore, it examines the extent to which the experience of a sense of belonging contributes to explaining differences in subject-specific self-concepts and performance in mathematics. The data basis is the TIMS study (4th grade for Austria). Descriptive and multivariate regression methods are used with the IEA IDB Analyzer and SPSS. The results show that the majority of Austrian fourth graders experience a high level of belonging, but that children with a migrant background are significantly less likely to report this positively. For first generation children, there is a significant positive effect on mathematical self-concept, which is moderated by belonging, mathematical achievement and learning resources. With regard to mathematical achievement, it can be seen that the sense of belonging is particularly important for second-generation children when examining differences in achievement taking into account migration background. The study expands migration-related school research for Austria by adding a perspective that has not yet been systematically explored.