Sense of Belonging in College Freshmen at the Classroom and Campus Levels

Freeman, Tierra M.; Anderman, Lynley H.; Jensen, Jane McEldowney

doi:10.3200/jexe.75.3.203-220

Cited by 693 publications

(602 citation statements)

References 35 publications

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“…Interestingly, this relationship was not seen for men given that a negative view of climate did not result in significantly greater stress or negative views of campus climate. Freeman, Anderman, and Jensen (2007) conducted a study to examine the association between the sense of belonging in a single class and belonging at the university level using two variables, faculty-student interaction and sense of social acceptance, that together are designed to cultivate a sense of belonging. The results suggest that there is no relationship between the sense of belonging that a student has for a single class and the sense of belonging that the student has with the university as a whole.…”

Section: Connectednessmentioning

confidence: 99%

Collaboration, connectedness, and community: An examination of the factors influencing student persistence in virtual communities

Laux

Luse

Mennecke

2016

Computers in Human Behavior

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Institutions of higher education are being called upon to provide a more robust pathway to a college degree and improve upon the advanced workforce for the needs of the 21 st century. While active collaborative learning environments have been encouraged in higher education to improve student engagement, there is a gap in the literature when it comes to connecting the two research areas of collaborative learning and student intention to persist. This research fills this gap by creating and conducting research to examine a model that measures the factors that significantly influence a student's persistence in a virtual collaborative learning environment. The model examines how collaborative learning, campus connectedness, sense of community, organizational commitment, and turnover intention influence student persistence. The model was tested using a sample of students who participated in a virtual learning community (VLC) and the results suggest that all but one of the factors were found to significantly influence student persistence, with the final factor dependent on the number of hours of system usage. We discuss the implications of the research and the model for team-based theory and organizational practice in education and teamwork.

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Section: Connectednessmentioning

confidence: 99%

Collaboration, connectedness, and community: An examination of the factors influencing student persistence in virtual communities

Laux

Luse

Mennecke

2016

Computers in Human Behavior

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“…21 For example, positive interactions in group discussions could trigger feelings of relatedness to other students and the instructor; open expression of ideas could contribute to students' sense of control and autonomy; and the use of higher-level cognitive strategies in situated social interactions could bolster a sense of competence. [30][31][32][33][34] Ultimately, the trends observed across our dataset are likely the result of some combination of both of these factors, as well as other personal and socialcontextual influences not yet identified.…”

Section: Discussionmentioning

confidence: 99%

Motivation is a Two-Way Street: Pedagogies Employing Discussion in Addition to Lecture Display More Positive Student Motivational Response

Dillon¹,

Stolk²,

Zastavker³

et al.

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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currently serves as the Executive Director of the Caruth Institute for Engineering Education, the TI Distiniguished Chair in Engineering Education, and a Professor in Simmons School of Eduation and Human Development at Southern Methodist University. Stolk strives to design and facilitate extraordinary learning experiences. As a start-up faculty member at Olin College (2001College ( -2015, Stolk created numerous project-based and interdisciplinary courses and programs that invite students to take control of their learning, grapple with complex systems, engage with each other and the world in new ways, and emerge as confident, agile, self-directed learners. Stolk's research aims to understand how students experience different classroom settings, particularly with regard to how individuals express situational motivations and develop their own beliefs about learning. A core aspect of his professional work involves translating research to practice, by equipping instructors with design tools and conceptual frameworks that enable them to understand their classrooms in new ways, and to gain confidence in trying new approaches and deploying course prototypes. Stolk consults with a wide range of academic institutions on the design of unconventional curricula, and he offers hands-on workshops to faculty around the world. Zastavker's research interests lie in the field of STEM education with specific emphasis on innovative pedagogical and curricular practices at the intersection with the issues of gender and diversity. Dr. Zastavker is currently working with Dr. Stolk on an NSF-supported project to understand students' motivational attitudes in a variety of educational environments with the goal of improving learning opportunities for students and equipping faculty with the knowledge and skills necessary to create such opportunities. One of the founding faculty at Olin College, Dr. Zastavker has been engaged in development and implementation of project-based experiences in fields ranging from science to engineering and design to social sciences (e.g., Critical Reflective Writing; Teaching and Learning in Undergraduate Science and Engineering, etc.) All of these activities share a common goal of creating curricular and pedagogical structures as well as academic cultures that facilitate students' interests, motivation, and desire to persist in engineering. Through this work, outreach, and involvement in the community, Dr. Zastavker continues to focus on the issues of women and minorities in science/engineering. This research paper investigates the relationship between two of the most ubiquitous classroom activities -lecture and discussion -and their correlation to student motivation. This investigation uses a dataset from 27 introductory STEM classes across 7 institutions that participated in weekly surveys, in which students listed the activities they had recently undertaken and then completed a multiple choice motivation survey. The motivation survey, based on the Self-Determination Theory (SDT) framework, measured the leve...

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“…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: 99%

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

Rahimi¹,

Hall²,

Wang³

et al. 2017

Interdiscip Educ Psychol

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Sense of Belonging in College Freshmen at the Classroom and Campus Levels

Cited by 693 publications

References 35 publications

Collaboration, connectedness, and community: An examination of the factors influencing student persistence in virtual communities

Collaboration, connectedness, and community: An examination of the factors influencing student persistence in virtual communities

Motivation is a Two-Way Street: Pedagogies Employing Discussion in Addition to Lecture Display More Positive Student Motivational Response

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

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