Editorial: Social Belongingness and Well-Being: International Perspectives

Oyanedel, Juan Carlos; Páez, Darío

doi:10.3389/fpsyg.2021.735507

Cited by 9 publications

(6 citation statements)

References 44 publications

(52 reference statements)

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“…It is therefore difficult to understand the extent of the blended learning model's influence on student wellbeing. However, some LGBTQ+ and neurodivergent students in our sample attributed their worsening mental health particularly to the loss of social opportunities; this may be qualitative evidence of the relationship between belongingness, social adjustment, and subjective wellbeing that was evidenced both in previous studies (Oyanedel & Paez, 2021;Sotardi et al, 2021), but also in our quantitative results. Thus, the blended learning model may have negatively affected student belongingness, and this in turn may have diminished student wellbeing, becoming particularly evident among groups who had baseline risk.…”

Section: Implications and Place In Literaturesupporting

confidence: 68%

Blended Learning Experiences of LGBTQ+ and Neurodivergent Students: A mixed-methods study

Jarvis¹,

Nordmann²

2022

Preprint

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The COVID-19 pandemic has fundamentally altered teaching and learning practices in higher education, with academic, social, and psychological consequences for students. The pivot to online and blended-learning models across has the potential to impact belongingness and social adjustment in students across identity groups – including students who identify as LGBTQ+, who have previously been shown to have lower perceptions of belongingness and social adjustment in the university context (Sotardi et al., 2021). This partial replication applied a mixed-methods, intersectional lens to investigate student belonging amongst LGBTQ+ and neurodivergent students.We found that belonging and social adjustment were predictors of academic self-efficacy for all students, but particularly LGBTQ+ students, during blended learning. Neurodivergent students demonstrated significantly lower wellbeing and academic self-efficacy than their neurotypical peers. All students we surveyed acknowledged that blended learning was associated with both benefits and challenges in the academic social spheres. These included increased flexibility and accessibility, but also difficulties with engagement, motivation, and socialising. However, the discourse among LGBTQ+ and neurodivergent students differed in that it explicitly referenced negative impacts to mental wellbeing, as well as the distortion of the university experience and student identity. They also referred to the importance of identity-based peer relationships in supporting their wellbeing.Our results suggest that future research should focus on the intersection of LGBTQ+ and neurodivergent students, as well as how universities can implement a hybrid model that offers the benefits of a blended-learning model without detracting from student engagement, motivation, and social opportunities for LGBTQ+ and neurodivergent students.

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Section: Implications and Place In Literaturesupporting

confidence: 68%

Blended Learning Experiences of LGBTQ+ and Neurodivergent Students: A mixed-methods study

Jarvis¹,

Nordmann²

2022

Preprint

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“…La pandemia de COVID 19 ha significado desafíos fundamentales para la forma en que entendemos nuestros nexos con otras personas (Oyanedel & Paez, 2021) y ha mostrado una estrecha relación entre el empeoramiento de la salud mental y el uso de las redes sociales (Zhao & Zhou, 2020), esto a razón de que las clases pasaron a ser en línea afectando todo el quehacer académico de estudiantes y docentes afectando sus actividades de aprendizaje (Kolhar et al, 2021;Yeomans & Silva, 2020), además la clausura de lugares de trabajo y la cuarentena domiciliaria, ha ocasionado un salto en el uso por parte de la población de redes de telecomunicaciones para resolver temas de aprovisionamiento de bienes, conectividad social, y acceso a información (Agudelo et al, 2020). Existe una relación entre el empeoramiento de la salud mental y las redes sociales por la exposición a las noticias sobre desastres, y está a su vez se asocia con una mayor depresión para los participantes de la muestra con niveles altos del factor estresante (Hou et al, 2019), generando en los estudiantes de educación superior un gran agotamiento emocional , en este contexto la pandemia se encontró una relación entre las nuevas modalidades de aprendizaje a través de la tecnología, y el uso inadecuado de las redes sociales en los universitarios debido a la postergación de actividades y la baja autorregulación académica (Ramírez-Gil et al, 2021).…”

Section: Discussionunclassified

Las Redes Sociales y su Influencia en la Salud Mental de los Estudiantes Universitarios: Una Revisión Sistemática

Martínez-Líbano¹

2022

ReiDoCrea: Revista Electrónica De Investigación Docencia Creativa

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Área o categoría del conocimiento: Educación SuperiorResumen: Los problemas de salud mental y su relación con las redes sociales son fenómenos relevantes de estudiar dada su alta incidencia y utilización entre los estudiantes universitarios. El objetivo de esta revisión sistemática fue determinar la influencia de las redes sociales en la salud mental de los estudiantes universitarios y establecer factores de riesgos y posibles impactos. La búsqueda se realizó siguiendo la metodología PRISMA en los buscadores Web of Science, Scopus, Pubmed, Taylor and Francis y Medline, entre enero de 2018 a diciembre de 2021, además se evalúo la calidad metodológica a través de la escala Newcastle-Ottawa (NOS). Respecto a los resultados al término de la búsqueda se lograron identificar trece estudios relevantes para analizarlos. Al concluir se logró estipular que los altos niveles de uso de las redes sociales en estudiantes universitarios se correlacionaron con la aparición de depresión, ansiedad, estrés, adicción a internet, Fomo, problemas de aprendizaje y trastornos del sueño. Estos resultados deben llamar la atención de autoridades académicas y políticas para prevenir la aparición de problemas de salud mental en estudiantes universitarios.

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“…Earlier studies have linked the need to belong and loneliness with social and psychological well-being ( Zumaeta, 2019 ; Oyanedel and Paez, 2021 ). Satisfying the need for belongingness is viewed as an antecedent to healthy social ties and a buffer against perceived isolation ( Mellor et al, 2008 ).…”

Section: Theory and Hypothesesmentioning

confidence: 99%

How workplace loneliness harms employee well-being: A moderated mediational model

Basit

Nauman

2023

Front. Psychol.

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This study investigated the effect of workplace loneliness on work-related subjective well-being by proposing work engagement as an explanatory mechanism in the workplace loneliness—job dissatisfaction relationship. Moreover, the study examines the need to belong as a coping mechanism in the relationship between workplace loneliness and work engagement. Specifically, the study posits that workplace loneliness reduces the positive and fulfilling state of work engagement that in turn increases job dissatisfaction and that this mediation depends on the employee’s level of need to belong. Data were collected from employees (N = 274) working in diverse domestic and multinational organizations in Lahore, Pakistan. Results showed that workplace loneliness reduced the work engagement of lonely individuals that in turn increased their job dissatisfaction. However, the deleterious effect of workplace loneliness on work engagement was weaker for individuals having a higher need to belong. These findings have important implications for organizations wishing to mitigate the harmful effects of workplace loneliness on employees’ subjective well-being.

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Editorial: Social Belongingness and Well-Being: International Perspectives

Cited by 9 publications

References 44 publications

Blended Learning Experiences of LGBTQ+ and Neurodivergent Students: A mixed-methods study

Blended Learning Experiences of LGBTQ+ and Neurodivergent Students: A mixed-methods study

Las Redes Sociales y su Influencia en la Salud Mental de los Estudiantes Universitarios: Una Revisión Sistemática

How workplace loneliness harms employee well-being: A moderated mediational model

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