The current study examined the predictive utility of sense of belonging to math relative to a range of other beliefs previously established as important for achievement (i.e., self-concept, interest, importance, and entity view). A racially and ethnically diverse sample of U.S. public middle-school students (N = 206) completed surveys and an algebra assessment before and after a classroom unit. Of the motivation and belief measures taken, sense of belonging to mathematics was the only significant predictor of learning. Underrepresented racial and ethnic minority students (URM) reported a markedly lower sense of belonging than non-URM students which partially explained their lower posttest scores, even when accounting for socioeconomic status. URM students did not differ from non-URM students on any other motivation or belief measures. We provide the necessary foundational knowledge of one understudied but potentially malleable factor for consideration in improving URM students' experience and opportunities in mathematics.

当前的研究检验了数学归属感相对于先前确立的对成就至关重要的其他信念（即自我概念，兴趣，重要性和实体观点）的预测效用。美国公立中学学生的种族和种族差异样本（N = 206）在一个课堂单元之前和之后完成了调查和代数评估。在采取的动机和信念措施中，对数学的归属感是学习的唯一重要预测指标。代表性不足的种族和少数族裔学生（URM）报告的归属感明显低于非URM学生，这部分解释了其较低的测验分数，即使在考虑社会经济地位时也是如此。URM学生与其他非URM学生在任何其他动机或信念衡量上均没有区别。我们提供了一个尚未被研究但可能具有延展性的因素的必要基础知识，以供您考虑，以提高URM学生的数学经验和机会。