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

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dc.contributor.authorVázquez Botana, Alexandra
dc.contributor.authorAlba Langreo, Beatriz
dc.contributor.authorLois García, David
dc.contributor.authorGarcía Ael, Mª Cristina
dc.contributor.authorBustillos López, Antonio
dc.date.accessioned2024-08-27T14:28:57Z
dc.date.available2024-08-27T14:28:57Z
dc.date.issued2024-03-07
dc.descriptionThe registered version of this article, first published in The Spanish Journal of Psychology, is available online at the publisher's website: Cambridge University Press, https://doi.org/10.1017/SJP.2024.9
dc.descriptionLa versión registrada de este artículo, publicado por primera vez en The Spanish Journal of Psychology, está disponible en línea en el sitio web del editor: Cambridge University Press, https://doi.org/10.1017/SJP.2024.9
dc.description.abstractBuilding 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.en
dc.description.versionversión publicada
dc.identifier.citationVázquez, A., Alba, B., Lois, D., García-Ael, C., & Bustillos, A. (2024). The Role of Subjective Socioeconomic Status in Predicting Academic Performance: Exploring the Mediating Influence of Sense of Belonging among Students in a Distance Learning University. The Spanish Journal of Psychology, 27, e9. https://doi.org/10.1017/SJP.2024.9
dc.identifier.doihttps://doi.org/10.1017/SJP.2024.9
dc.identifier.issn1988-2904
dc.identifier.urihttps://hdl.handle.net/20.500.14468/23569
dc.journal.titleThe Spanish Journal of Psychology
dc.journal.volume27
dc.language.isoen
dc.page.final6
dc.page.initial1
dc.publisherCambridge University Press
dc.relation.centerFacultades y escuelas::Facultad de Psicología
dc.relation.departmentPsicología Social y de las Organizaciones
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rights.licenseAtribución 4.0 Internacional
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/deed.es
dc.subject61 Psicología
dc.subject.keywordsacademic performanceen
dc.subject.keywordsdistance learningen
dc.subject.keywordshigher educationen
dc.subject.keywordssense of belongingen
dc.subject.keywordssocioeconomic statusen
dc.titleThe role of subjective socioeconomic status in predicting academic performance: exploring the mediating influence of sense of belonging among students in a distance learning universityen
dc.typeartículoes
dc.typejournal articleen
dspace.entity.typePublication
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