(Cambridge University Press, 2024-03-07) Vázquez Botana, Alexandra; Alba Langreo, Beatriz; Lois García, David; García Ael, Mª Cristina; Bustillos López, Antonio
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.
