Austrian students’ experiences of supportive relationships with teachers, peers, and parents and the mediating effect of school belonging in the context of their academic and non-academic outcomes

Abstract Based on the assumption that people are driven by an innate need for relatedness, present study explores interrelations between students’ perceptions regarding supportive relationships, their sense of belonging at school, and academic non-academic outcomes. More concretely, we hypothesise students who experience high teacher support (as indicated fairness), emotional from parents, low bullying in class exhibit a higher school belonging, which, turn, is positively related to life satisfaction achievement negatively absenteeism. Differences gender differences concerning migration background were also explored as well possible structural relations across groups. The results our analysis, which based PISA 2015 dataset Austrian students, mainly confirm hypothesised associations function mediator. Regarding group differences, female without tended report values perceived relationships belonging. However, was lower than male students. Overall, suggest teachers, classmates, parents should be fostered, such directly indirectly correlated with important student