The Role of Sense of Belonging and Social Support on Stress and Depression in Individuals With Depression

Choenarom, Chanokruthai; Williams, Richard C.; Hagerty, Bonnie M.

doi:10.1016/j.apnu.2004.11.003

Cited by 171 publications

(128 citation statements)

References 45 publications

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“…Sense of belonging has been studied in relationship to mental health, well-being, and quality of life (e.g., Böhnke, 2005;Choenarom, Williams, & Hagerty, 2005;Hagerty, Lynch-Sauer, Patusky, Bouwsema, & Collier, 1992;Rosenberg & McCullough, 1981;Young, Russell, & Powers, 2004). In higher education, sense of belonging has been tied to key educational outcomes such as academic self-concept, self-efficacy, intrinsic motivation, academic success, and persistence (Freeman, Anderson, & Jensen, 2007;Hausmann, Schofield, & Woods, 2007;Lovitts, 2001;Ostrove, Stewart, & Curtin, 2011;Strayhorn, 2012).…”

Section: Introductionmentioning

confidence: 99%

Sense of Belonging and Its Contributing Factors in Graduate Education

O’Meara

Griffin

Kuvaeva

et al. 2017

IJDS

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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.

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Section: Introductionmentioning

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

show abstract

“…In general the participants expressed themselves as socially well-adjusted and the quantitative results did not exhibit problem behaviours. Choenarom, Williams and Hagerty (2005) state that a sense of belonging promotes children's adaptive behaviours or functioning and that the absence of a sense of belonging is associated with socialemotional problems. A sense of belonging originates from experiences and relationships with supportive adults in such a way that the child feels integrated within interpersonal systems (Choenarom et al, 2005;Rolfe, 2002).…”

Section: Describing the Ecology Of Resilience In South Africamentioning

confidence: 99%

“…Choenarom, Williams and Hagerty (2005) state that a sense of belonging promotes children's adaptive behaviours or functioning and that the absence of a sense of belonging is associated with socialemotional problems. A sense of belonging originates from experiences and relationships with supportive adults in such a way that the child feels integrated within interpersonal systems (Choenarom et al, 2005;Rolfe, 2002). Many of the participants who experienced a sense of belonging within their families also presented with adaptive problem-focused coping strategies.…”

Section: Describing the Ecology Of Resilience In South Africamentioning

confidence: 99%

Telling stories and adding scores: Measuring resilience in young children affected by maternal HIV and AIDS

Ebersöhn

Eloff

Finestone

et al. 2015

African Journal of AIDS Research

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"Telling stories and adding scores: Measuring resilience in young children affected by maternal HIV and AIDS", demonstrates how a concurrent mixed method design assisted cross-cultural comparison and ecological descriptions of resilience in young South African children, as well as validated alternative ways to measure resilience in young children. In a longitudinal randomised control trial, which investigated psychological resilience in mothers and children affected by HIV/AIDS, we combined a qualitative projective story-telling technique (Düss Fable) with quantitative data (Child Behaviour Checklist). The children mostly displayed adaptive resilience-related behaviours, although maladaptive behaviours were present. Participating children use internal (resolve/agency, positive future expectations, emotional intelligence) and external protective resources (material resources, positive institutions) to mediate adaptation. Children's maladaptive behaviours were exacerbated by internal (limited problem-solving skills, negative emotions) and external risk factors (chronic and cumulative adversity).

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“…[27] Grobecker stated that a sense of belonging is essential for nursing students as they embark on their role to become professional nurses (2016). [28] Hagerty and Patusky (1995) define sense of belonging "as the experience of personal involvement in a system or environment so that persons feel themselves to be an integral part of that system or environment" (p. 172).…”

Section: Sense Of Belongingmentioning

confidence: 99%

Effects of peer mentoring on nursing students’ perceived stress, sense of belonging, self-efficacy and loneliness

Raymond

Sheppard

2017

JNEP

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Mentorship has been around for years and has been explored in nursing education in the clinical settings. Despite evidence that indicates that the academic environment is the most common source of stress, little mentorship implementation and investigation has been done in this environment. The purpose of this research is to describe the effects of a mentorship experience on the level of perceived stress, sense of belonging, self-efficacy, and loneliness by first year baccalaureate nursing students. A quasi-experimental design was conducted. Seventy baccalaureate nursing students in the first year of their program (n = 34 in the experimental group; n = 36 in the control group) enrolled in a single baccalaureate nursing program were recruited. Third year mentors were purposefully selected by nursing professors within the program. The Perceived Stress Scale, the College Self-Efficacy Inventory (CSEI)-Revised, Sense of Belonging-Psychological, Sense of Belonging-Antecedents, and the Revised UCLA Loneliness Scale were used to evaluate the various concepts as these tools were used in previous research with college level students and deemed to be reliable and valid tools for measuring the relevant concepts. The mentorship program was statistically significant in reducing first year nursing students' perceived stress and loneliness. It also appeared to increase their sense of self-efficacy and psychological sense of belonging. The mentorship experience could potentially enhance the student experience as well as aid the academic institution in retention and resource maximization. The focus of this research was on the academic mentoring by peers and is worth further exploration and possible wide-scale integration within nursing education.

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The Role of Sense of Belonging and Social Support on Stress and Depression in Individuals With Depression

Cited by 171 publications

References 45 publications

Sense of Belonging and Its Contributing Factors in Graduate Education

Sense of Belonging and Its Contributing Factors in Graduate Education

Telling stories and adding scores: Measuring resilience in young children affected by maternal HIV and AIDS

Effects of peer mentoring on nursing students’ perceived stress, sense of belonging, self-efficacy and loneliness

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