The present study utilized consensual qualitative research (Hill 2012) to investigate undergraduate students' sense of belongingness to their university. The analysis revealed four broad domains: (1) valued group involvement, (2) meaningful personal relationships, (3) environmental factors, and (4) intrapersonal factors. Within these domains, six general categories and eight typical categories emerged. The results highlight the importance for students to have opportunities to meaningfully connect with other peers/faculty, the availability of a myriad of campus organizations and groups, and universities to foster an environment of diversity. Implications for higher education personnel as well as directions for future research are discussed. AbstrakStudi kali ini menggunakan pendekatan kualitatif konsensual (Hill 2012) untuk mempelajari rasa memiliki mahasiswa S-1 terhadap universitasnya. Hasil analisis menunjukkan empat ranah luas: (1) keterlibatan kelompok yang bernilai, (2) hubungan personal yang bermakna, (3) faktor lingkungan, dan (4) faktor intrapersonal. Dalam ranah ini, muncul enam kategori umum dan 8 kategori khusus. Hasil studi menekankan pentingnya bagi mahasiswa memperoleh kesempatan membangun relasi bermakna dengan sesama mahasiswa atau dosen, adanya beragam jenis kelompok dan organis asi kampus, dan universitas yang mendorong kebhinekaan lingkungan. Studi ini juga membahas implikasi dan masukan bagi karyawan/pejabat pergurua n tinggi.Key Words: Belonging, Consensual Qualitative Research, Higher Education, Connectedness , Inclusivity College students across the country often struggle to stay committed to the college experience (Blustein et al. 2004). Retention rates for college students returning for a second year, after the completion of the first, are at a 20-year low (65 percent in 2013; ACT 2013). Further, approximately half of students that begin college will complete a bachelor's degree in five years or less (ACT 2013). Many students find themselves lost in the university environment and struggle to identify with their peers and the university culture. One construct that has received attention in trying to understand issues of retention in the college/university environment is belongingness (Baumeister and Leary 1995;Pittman and Richmond 2008). Belongingness has been researched by a wide variety of scholastic disciplines, utilizing many different terms, most notably: feelings of relatedness (Deci and Ryan 1985), and Tinto's (1988) model of college student retention.Researchers have theorized that underlying factors contributing to university belongingness include a sense of commitment to the institution, individual commitment to work in this setting, and a sense of one's abilities being recognized by others (Pittman and Richmond 2008). This suggests that students who feel a strong sense of school belonging are better able to adjust to academic life, experience lower levels of depressive symptoms, lower attrition rates, and better social adjustment as well as academic motivation (Goodenow...
In teacher education, it is imperative that course design, method of instruction, and classroom procedures align with the content. One way to achieve this may be to “flip” the classroom. While flipped classrooms have received considerable attention in recent years, much remains unknown about their effect on basic psychological needs or learning outcomes of preservice teachers. The purpose of the present study was to address this gap by utilizing a quasi-experimental design to examine differences in motivation and objective learning outcomes after controlling for socioeconomic status (SES) and grade point average (GPA) between traditional and flipped sections of a foundational educational course ( N = 263). Results revealed that preservice teachers in the traditional section had significantly higher scores on two of the motivation outcomes (e.g., intrinsic and identified regulation), but that preservice teachers in the flipped sections had significantly higher scores on several indices of objective learning outcomes. Implications for teacher education are discussed.
With the rise of Asian international students choosing to pursue higher education in the United States, research that identifies ways to promote Asian international students' sense of belonging on campus is needed. We used consensual qualitative research methodology to examine factors that contribute to university belonging in a sample of Asian international students (N = 11) from a large university in the Midwestern United States. Through data analysis, we identified 14 categories across five domains (i.e., Interpersonal Interactions, Experiences of Acculturation, Campus Environment, Emphasis on Academic Achievement, and Intrapersonal Factors) that contributed to university belonging. Our findings highlight the importance of within-group social connection, acculturative stress, and academic success on Asian international students' sense of university belonging. We discuss differences between Asian international and domestic students' sense of belonging as well as implications for counseling psychologists, including interventions at the individual and institutional levels.
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