Is Belonging Stable Over Time?: A Four-Year Longitudinal Examination of University Belonging Differences Among Students

Ruedas-Gracia, Nidia; Jiang, Ge; Maghsoodi, Amir H.

doi:10.1177/21676968231181720

Cited by 4 publications

(1 citation statement)

References 51 publications

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“… 30 , 31 With the increase of school enrollment time, individuals’ sense of belonging to school may change, which is mainly caused by learning pressure, interpersonal relationship, social identity, etc. 32 At the same time, there are obvious gender differences, that is, men’s sense of belonging to school is significantly lower than that of women. 33 Studies have shown that self-esteem is significantly and positively correlated with school belonging, and people with high levels of self-esteem will perceive the importance and sense of value of the group to which they belong, have more positive evaluations of other members, and subsequently engage in close relationships, and the exchange of ideas and emotions.…”

Section: Introductionmentioning

confidence: 99%

The Influence of Self-Esteem on Sociocultural Adaptation of College Students of Hong Kong, Macao and Taiwan: The Chain Mediating Role of Social Support and School Belonging

Wu,

Liu,

et al. 2024

PRBM

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Purpose Mainland universities have become one of the important choices for students from Hong Kong, Macao and Taiwan, but the maladaptation caused by environmental migration will have a negative impact on the mental health of them. Therefore, it is urgent to explore the psychological mechanism of sociocultural adaptation of Hong Kong, Macao and Taiwan students. Methods In order to explore the influence of self-esteem on the sociocultural adaptation of college students of Hong Kong, Macao and Taiwan studying in mainland universities, as well as the mechanism of social support and school belonging, a survey was conducted among 1108 college students from Hong Kong, Macao and Taiwan studying in mainland universities, with the help of Rosenberg Self-Esteem Scale, Sociocultural Adaptation Scale, Perceptive Social Support Scale and The Psychological Sense of School belonging Scale. Results The results show that (1) Different grades of college students of Hong Kong, Macao and Taiwan have differences in school belonging and sociocultural adaptation (P<0.05); (2) Self-esteem, social support, school belonging and sociocultural adaptation were positively correlated (P < 0.01); (3) The mediation model test showed that self-esteem could directly and positively predict sociocultural adaptation with a direct effect size of 0.245; Social support and school belonging played a mediating role between self-esteem and sociocultural adaptation, and the mediating effect sizes were 0.094 and 0.085, respectively. The chain mediating effect of social support and school belonging was also significant, and the mediating effect size was 0.108. Conclusion Self-esteem can not only directly affect college students’ sociocultural adaptation, but also indirectly affect college students’ sociocultural adaptation through the chain mediating effect of social support and school belonging. This study further reveals the mechanism of self-esteem on sociocultural adaptation and provides psychological basis for universities to improve the sociocultural adaptation level of different groups of students.

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Section: Introductionmentioning

confidence: 99%

The Influence of Self-Esteem on Sociocultural Adaptation of College Students of Hong Kong, Macao and Taiwan: The Chain Mediating Role of Social Support and School Belonging

Wu,

Liu,

et al. 2024

PRBM

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Sense of Belonging of US Construction Students

Debs,

Besiktepe,

Talley

et al. 2024

International Journal of Construction Education and Research

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Path Analysis of Effects of First-Generation Status on Physical Activity and 4-Year College Degree Completion

Mullen,

Luo,

Adamek

et al. 2023

Journal of Evidence-Based Social Work

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First-generation college students (FGCS) have less academic capital and lower odds of obtaining a bachelor's degree than their non-FGCS peers. This study was designed to evaluate potential differences between these groups in physical activities-linked to learning and cognition-and their role in degree completion. A path model (N=1,625) involving degree completion regressed on physical activities, FGCS status, and background variables fit the data (CFI=0.979, RMSEA=0.055, SRMR=0.010) and accounted for 29.5% of degree completion variance.Walking to school positively predicted degree attainment. FGCS status was associated with less walking to school, lower degree attainment, and higher levels of walking for exercise. A negative indirect effect indicated FGCS status were less likely to finish their degree because they were more likely to take a bus or drive to school. FGCS would like benefit from increased utilization of campus resources, including easier access to fitness centers and more affordable, proximal housing options.

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Is Belonging Stable Over Time?: A Four-Year Longitudinal Examination of University Belonging Differences Among Students

Cited by 4 publications

References 51 publications

The Influence of Self-Esteem on Sociocultural Adaptation of College Students of Hong Kong, Macao and Taiwan: The Chain Mediating Role of Social Support and School Belonging

The Influence of Self-Esteem on Sociocultural Adaptation of College Students of Hong Kong, Macao and Taiwan: The Chain Mediating Role of Social Support and School Belonging

Sense of Belonging of US Construction Students

Path Analysis of Effects of First-Generation Status on Physical Activity and 4-Year College Degree Completion

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