Factors Influencing the Sense of School Belonging among 15-Year-Old Students in Vietnam: Evidence from PISA 2022

Abstract

A sense of school belonging is widely recognized as a fundamental component of students' well-being and educational success. This study examines the factors influencing the sense of school belonging among 4,959 Vietnamese 15-year-old students using data from the Programme for International Student Assessment (PISA) 2022. Specifically, the study investigates the relative contributions of individual characteristics, psychosocial attributes, and school environmental factors to students' perceptions of belonging within the school community. Weighted multiple linear regression analysis was employed to examine the effects of twelve explanatory variables grouped into four conceptual domains. The proposed model explained 18.86% of the variance in students' sense of school belonging. The findings indicate that perceived school safety, positive teacher-student relationships, and emotional regulation are the strongest positive predictors of school belonging. In contrast, experiences of bullying, school absenteeism, and mathematics anxiety are found to have significant negative effects. The results highlight the importance of fostering supportive and inclusive school environments that promote students' psychological well-being and social connectedness. The study recommends strengthening school safety initiatives, enhancing teacher-student relationships, increasing family engagement, and expanding school-based mental health services to reduce bullying and improve students' sense of belonging. These findings provide empirical evidence to inform educational policies and school practices aimed at promoting student well-being in Vietnam.