Autonomy, Belongingness, and Engagement in School as Contributors to Adolescent Psychological Well-Being

Ryzin, Mark J. Van; Gravely, Amy; Roseth, Cary J.

doi:10.1007/s10964-007-9257-4

Cited by 309 publications

(219 citation statements)

References 71 publications

Supporting

Mentioning

192

Contrasting

Unclassified

Order By: Relevance

“…Horizontal social comparisons were similarly expected to be psychologically beneficial for teachers as observed in previous studies consistently highlighting the benefits of associated constructs such as relatedness (e.g., Ryan & Deci, 2000), belongingness (e.g., Van Ryzin et al, 2009), and collective self-efficacy (e.g., Goddard, Hoy, & Hoy, 2000). Whereas findings concerning the effects of perceived relatedness on teachers' adjustment are mixed (e.g., relatedness; Klassen et al, 2012), the present hypothesis nonetheless aligns with related research with teachers on the psychological benefits of other comparable constructs, namely collective self-efficacy (e.g., Skaalvik & Skaalvik, 2007; see also Parker et al, 2006;Tschannen-Moran et al, 1998).…”

Section: Hypothesis 2: Horizontal Comparisonssupporting

confidence: 71%

“…Following from related social-psychological traditions concerning need for affiliation (Murray, 1938), social support (Cohen & McKay, 1984), Self-Determination Theory (relatedness; Ryan & Deci, 2000), and Attachment Theory (Bowlby, 1951(Bowlby, , 2008, findings consistently demonstrate the importance of perceived belongingness and closeness with similar others (for reviews, see Bergin & Bergin, 2009;Niemiec & Ryan, 2009). In educational settings, findings further show students who perceive closeness, relatedness, and support from peers to demonstrate better psychological, behavioral, and academic outcomes (e.g., Freeman, Anderman, & Jensen, 2007;Furrer & Skinner, 2003;Goodenow, 1993;Locke, 2003;Van Ryzin, Gravely, & Roseth, 2009). However, although related constructs such as collective self-esteem have also been found to predict better psychological adjustment in adult populations (e.g., Bailis, Chipperfield, & Helgason, 2008;Crocker, Luhtanen, Blaine, & Broadmax, 1994), the extent to which teachers strategically compare themselves with similar others in response to teachingrelated challenges has yet to be examined.…”

Section: Horizontal Social Comparisonsmentioning

confidence: 88%

“…Additionally, further examination of the moderating effects of additional variables not explored in this study, such as school culture, cohort effects, leadership style, and personality-related factors, could also help to ascertain how and when these effects occur in real-world teaching contexts. Similarly, it is possible that other, more directly overlapping socio-cognitive variables not assessed in this study may to some extent account for the observed relationships, for example, the negative effects of horizontal comparisons on adjustment outcomes (e.g., competitiveness, belongingness, social goals; Bergin & Bergin, 2009;Butler, 2012;Van Ryzin et al, 2009). As such, it is anticipated that future research in which additional potential moderators or mediators of the relations between social comparisons and adjustment in teachers are examined may shed more light on the mixed findings in this study.…”

Section: Limitations and Future Directionsmentioning

confidence: 94%

See 2 more Smart Citations

Upward, Downward, and Horizontal Social Comparisons: Effects on Adjustment, Emotions, and Persistence in Teachers

Rahimi¹,

Hall²,

Wang³

et al. 2017

Interdiscip Educ Psychol

View full text Add to dashboard Cite

Section: Hypothesis 2: Horizontal Comparisonssupporting

confidence: 71%

Section: Horizontal Social Comparisonsmentioning

confidence: 88%

Section: Limitations and Future Directionsmentioning

confidence: 94%

See 1 more Smart Citation

Upward, Downward, and Horizontal Social Comparisons: Effects on Adjustment, Emotions, and Persistence in Teachers

Rahimi¹,

Hall²,

Wang³

et al. 2017

Interdiscip Educ Psychol

View full text Add to dashboard Cite

“…Microaggressions may be unconsciously delivered and often take the form of subtle slights, snubs, and questions about one's ability and belonging (Solorzano, Allen, & Carroll, 2002;Solorzano, Ceja, & Yosso, 2000;Sue et al, 2007). Research found that the experience of microaggressions in academic and social spaces on campus negatively influences retention, perception of the campus climate, and academic success (Clark, Mercer, Zeigler-Hill, & Dufrene, 2012;Gomez, Khurshid, Freitag, & Lachuk, 2011;Maton et al, 2011;Nadal, Pituc, Johnston, & Esparrago, 2010;Solorzano et al, 2000;Van Ryzin, Gravely, & Roseth, 2009;Walton & Cohen, 2007;Yosso, Smith, Ceja, & Solorzano, 2009). Although microaggressions have not been studied specifically as they relate to graduate student sense of belonging, previous research suggests to us that they could negatively impact graduate student sense of belonging.…”

Section: Microaffirmations and Microaggressionsmentioning

confidence: 99%

Sense of Belonging and Its Contributing Factors in Graduate Education

O’Meara

Griffin

Kuvaeva

et al. 2017

IJDS

View full text Add to dashboard Cite

Aim/Purpose: The purpose of our study was to gain a better understanding of the factors that contribute to graduate student sense of belonging and gain insights into differences in sense of belonging for different groups of students. Background: Sense of belonging, or the feeling that a person is connected to and matters to others in an organization, has been found to influence college student retention and success. Literature on sense of belonging has, however, focused primarily on undergraduate students and little is known about graduate students’ sense of belonging. Methodology: We conducted an exploratory, cross-sectional survey study of graduate students at four public doctoral and comprehensive universities in Maryland, USA. All four institutions were participating in the NSF-funded PROMISE program, which strives to support the retention and academic success of women and underrepresented minority (URM) graduate students. A total of 1,533 graduate students from these four institutions completed the survey. To analyze our data, we used Structural Equation Modeling (SEM) to test direct and indirect effects of multiple latent variables (i.e., gender, race/ethnicity, STEM affiliation, critical mass of women, participation in the PROMISE program, sense of belonging) on each other. Contribution: Research found that sense of belonging influences graduate student retention and success. Thus, gaining a better understanding of the factors that influence graduate student sense of belonging can help improve retention and completion rates, an important issue as national seven-year completion rates have hovered around 44% in the United States. Completion rates have been even lower for women and URM students (i.e., African Americans, Hispanics, American Indians, Alaska Natives, and Native Hawaiians or other Pacific Islanders) compared to White students, making sense of belonging an important topic to study for these populations. Findings: We found that professional relationships matter most to graduate student sense of belonging. Professional relationships influenced graduate student sense of belonging more than reported microaggressions and microaffirmations, though they also played a role. We also found differences based on students’ identity or group membership. Overall, microaffirmations played a bigger role in female graduate student sense of belonging and the eco-system of non-STEM programs seemed to have more facilitators of sense of belonging than the ecosystem of STEM programs. Recommendations for Practitioners: We recommend that graduate programs think strategically about enhancing sense of belonging in ways appropriate to the distinct culture and nature of graduate education. For example, departments can make efforts to support sense of belonging through creating community-oriented peer networks of students, transparent policies, and access to information about resources and opportunities. Programs such as PROMISE can support the retention and success of women and URM graduate students, but aspects of these programs also need to be incorporated into graduate programs and departments. Impact on Society: Because graduate student sense of belonging has been found to impact stu-dents’ interest in careers in academia, fostering graduate student sense of be-longing could be a tool for improving pathways to the professoriate for groups that are typically underrepresented in academia such as women and racial or ethnic minorities. Increasing the number of women and URM faculty could, in turn, positively impact the support available to future URM students, which could positively influence future URM students’ sense of belonging. Future Research: Sense of belonging is an important area for future graduate education research and should be studied through survey research with a larger sample of U.S. students than the current study. Sense of belonging is relevant to graduate education worldwide. Future studies might explore graduate student sense of belonging in different national contexts and the role culture plays in shaping it. Moreover, changes in graduate student sense of belonging over the course of their program should be assessed.

show abstract

“…Statistical significance of each regression model and each predictor was determined by p levels set at the standard <.05 for social science research. 15 The instructor in this class is willing to spend time outside of class to discuss issues that are of interest and importance to me. The instructor in this class is interested in helping me learn.…”

Section: Resultsmentioning

confidence: 99%

Sometimes, Faculty Matter: The Contribution of Faculty Support to Future Engagement

Wilson

Jones

Bates

et al.

2015 ASEE Annual Conference and Exposition Proceedings

View full text Add to dashboard Cite

Prof. Melani Plett is a Professor in Electrical Engineering at Seattle Pacific University. She has over seventeen years of experience in teaching a variety of engineering undergraduate students (freshman through senior) and has participated in several engineering education research projects, with a focus how faculty can best facilitate student learning. Sometimes, Faculty Matter: The Contribution of Faculty Support to Future Engagement AbstractIn this study, we examine the contribution of student-faculty interactions to the future engagement of students in their academic endeavors. These relationships were evaluated in a one-year longitudinal study of STEM (including engineering and computer science) students at five different institutions. These five institutions include three types of Carnegie 2010 classifications (Bac-Diverse, Master's L, and RU-VH), four geographical locations including the northwest, northeast, midwest, and southeast, and both public and private institutions with total undergraduate enrollments varying from 1,900 to 29,000 students. Both behavioral (effort, participation) and emotional (positive, negative) aspects of engagement are studied. Results show that significant relationships emerged for three of the five schools between faculty support and engagement. Formal faculty support (that provided in the context of a particular course) predicted effort (a form of behavioral engagement) at the HBCU in this study and also positive emotional engagement for both the HBCU and Teaching institution. Informal faculty support (that provided outside the context of a particular course) predicted participation (another form of behavioral engagement) and positive emotional engagement at the Research institution in the study. These results suggest that institutional culture influences how what faculty do predicts future engagement outcomes for students. At the Research institution, it appears that what happens between faculty and students outside of class influences students while at smaller or teaching-oriented institutions, what faculty do inside a class matters more. These results can provide important insight to faculty as to how to guide their interactions with students at different institutions to make the most difference in students' academic lives.

show abstract

Autonomy, Belongingness, and Engagement in School as Contributors to Adolescent Psychological Well-Being

Cited by 309 publications

References 71 publications

Upward, Downward, and Horizontal Social Comparisons: Effects on Adjustment, Emotions, and Persistence in Teachers

Upward, Downward, and Horizontal Social Comparisons: Effects on Adjustment, Emotions, and Persistence in Teachers

Sense of Belonging and Its Contributing Factors in Graduate Education

Sometimes, Faculty Matter: The Contribution of Faculty Support to Future Engagement

Contact Info

Product

Resources

About