The Programme for International Student Assessment (PISA) has identified that one in three Australian students do not feel a sense of belonging to school, yet little research has investigated how the socio-ecological factors are differentially associated with school belonging for immigrant and native-born students. This study investigated the link between school belonging and Individual-Level (Gender, Economic, Social, and Cultural Status, Test Anxiety, Achieving Motivation, Collaboration and Teamwork Dispositions), Microsystem (Parents’ Emotional Support and Teacher Fairness), and Mesosystem factors (Disciplinary Climate) among an Australian stratified sample of 14,530 fifteen-year-old native-born, second- and first-generation students guided by socio-ecological theory of human development. All socio-ecological factors examined were significantly associated with school belonging. Significant differences were found in the association between socio-ecological factors and school belonging across immigration status. It was concluded that test anxiety, teacher fairness and parents’ emotional support were strongly associated with school belonging and there were significant differences across immigration status.

国际学生评估计划（PISA）已经确定，三分之一的澳大利亚学生不会感到对学校的归属感，但很少有研究调查社会生态因素如何与移民和土生土长的学校归属有不同的联系学生们。这项研究调查了学校归属与个人水平（性别，经济，社会和文化地位，考试焦虑，实现动机，协作和团队合作的性格），微系统（父母的情感支持和教师公平）以及中观系统因素之间的联系。纪律气候）是在澳大利亚分层抽样的14530名15岁的土生土长的，第二代和第一代学生中进行的，样本涉及人类发展的社会生态学理论。检查的所有社会生态因素均与学校归属显着相关。在社会生态因素与移民身份之间的学校归属之间的关联中发现了显着差异。结论是，考试焦虑，教师公平和父母的情感支持与学校归属感密切相关，并且移民身份之间存在显着差异。