Given the theorized importance of college belonging for academic success, we conducted a scoping review of studies examining relationships between sense of belonging and academic achievement and persistence for postsecondary students. In our scoping review, we included 69 reports (78 unique samples) published between 2003 and 2023. We observed an unexpected level of heterogeneity among the associations between belonging and academic outcomes (GPA, persistence, and intent to persist); most associations were positive but small with several small, negative associations. Across a few studies, there was a pattern of larger associations between belonging and academic achievement for marginalized college students, such as racially/ethnically minoritized students (compared to students in the racial majority) or women (compared to men) in historically exclusionary settings such as STEM disciplines. We identified gaps in the literature reflecting underreporting of student identities, including but not limited to gender identity, sexual identity, social class, religious identity, disability status, and first-generation status, in sample characteristics and a lack of attention to contextual factors, such as the type of institution (e.g., predominantly White institutions, community colleges, minority-serving institutions). In all, our findings provide an updated mapping of the literature, pointing to a much-needed refinement for how individual and institutional factors may moderate the associations between belonging and academic outcomes in postsecondary settings.

鉴于大学归属感对学业成功的重要性，我们对研究归属感与中学后学生的学业成就和毅力之间的关系进行了范围界定审查。在我们的范围界定审查中，我们纳入了 2003 年至 2023 年间发布的 69 份报告（78 个独特样本）。我们观察到归属感与学业成绩（GPA、持久性和坚持意愿）之间的关联之间存在意想不到的异质性;大多数关联是积极的，但很小，有几个小的、消极的关联。在一些研究中，边缘化大学生的归属感和学业成绩之间存在更大的关联模式，例如在 STEM 学科等历史上排斥的环境中，种族/民族少数化学生（与种族占多数的学生相比）或女性（与男性相比）。我们确定了文献中的差距，这些差距反映了学生身份的漏报，包括但不限于性别认同、性认同、社会阶层、宗教身份、残疾状况和第一代身份，样本特征中缺乏对背景因素的关注，例如机构类型（例如，以白人为主的机构、社区学院、少数族裔服务机构）。总而言之，我们的研究结果提供了最新的文献映射，指出了个人和制度因素如何调节高等教育环境中归属感与学术成果之间的关联急需的改进。