School Belonging in Online Instruction: Cross-Sectional and Prospective Relationships with Academic Adjustment in Higher Education Students During the COVID-19 Pandemic

Abstract

The study aimed to analyse changes in school belonging in higher education students during online instruction and to verify its cross-sectional and longitudinal relationships with academic adjustment in the first and higher years of study. The research sample consisted of 169 higher education students (90.5% women, M = 21.71; SD = 2.63) in the first measurement (end of the winter term), and 77 respondents (96% women, M = 21.38; SD = 2.03) in the second measurement (end of the summer term). Self-report methods were used. Results showed a decline in school belonging among first-year students. School belonging significantly predicted academic adjustment, and the relationship with internal motivation persisted even four months later. The findings support the key role and need for facilitating school belonging in higher education students in the online environment.

Supporting social emotional learning and wellbeing of displaced adolescents from the middle east: a pilot evaluation of the ‘forward with peers’ intervention

“…Improvements in perceived school belonging increased across both the treatment and control groups over the course of the intervention. Given that the program was implemented as students were beginning to return to school following COVID school closures, this finding may reflect the psychosocial benefits of in-person versus online schooling, as demonstrated in other post-COVID studies [ 38 , 39 ].…”