Trust and trusting practices during transition to higher education: Introducing a framework of habitual trust

Bormann, Inka; Thies, Barbara

doi:10.1080/00131881.2019.1596036

Cited by 17 publications

(9 citation statements)

References 71 publications

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“…Students from less-educated families seem to enter the university with a lower level of general trust. Previous studies pointed out that lower levels of trust make the transition to and successful integration into university life more difficult (Fuller, 2014;Bormann & Thies, 2019a). As a result, a misfit with university becomes more likely.…”

Section: Summary and Discussionmentioning

confidence: 99%

“…From this angle, Bormann and Thies (2019a) argued that general trust (in the sense of Rotter, 1967, andBeierlein et al, 2012) helps students enter the university and supports them in using formal and informal support structures that might enable their fit with university life. In this line of argumentation, the developing "habitual trust" (as a specific form of trust in academic socialization) leads to current or prospective advantages resulting from affiliation to (and interaction with) certain groups and networks providing resources such as support, access, and information (Bormann & Thies, 2019a). Because especially first-year students find themselves in an unfamiliar environment, dealing with the complexity resulting from such unfamiliarity may be facilitated by their general trust.…”

Section: Affective Commitment and Social Exclusion Under The Perspective Of Person-environment Fitmentioning

confidence: 99%

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Social Exclusion, Subjective Academic Success, Well-Being, and the Meaning of Trust

Thies

Heise

Bormann

2021

Zeitschrift für Entwicklungspsychologie und Pädagogische Psycho

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Abstract. This article uses a person-environment fit perspective to investigate whether and how educational background and general trust are related to fit (or not) with university life as well as to criteria of subjective academic success and well-being. To analyze how students perceive fit with their university, we measured their perception of exclusion and their affective commitment. The sample includes N = 424 students from two German universities, about half of whom have at least one parent with tertiary education. The results show that especially general trust is related to the subjective criteria of academic success, and that this relationship is mediated by the perception of exclusion, on the one hand, and by the affective commitment, on the other hand. A comparison of the two mediators shows that the perception of exclusion is particularly potent in terms of predicting satisfaction with coping with study demands and general well-being. We discuss the results in terms of their significance to the future diversity management at universities for overcoming social inequality and increasing social inclusion.

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Section: Summary and Discussionmentioning

confidence: 99%

Section: Affective Commitment and Social Exclusion Under The Perspective Of Person-environment Fitmentioning

confidence: 99%

Social Exclusion, Subjective Academic Success, Well-Being, and the Meaning of Trust

Thies

Heise

Bormann

2021

Zeitschrift für Entwicklungspsychologie und Pädagogische Psycho

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“…Innerhalb der erziehungs-und bildungswissenschaft lichen Forschung werden drei Schwerpunkte fokussiert (Bartmann, Pfaff & Welter, 2012): Vertrauen in Bildungsinstitutionen, in zwischenmenschlichen Beziehungen und Interaktionen im pädagogischen Feld (Gahleitner & Homfeldt, 2020) sowie in der Biographieforschung, bei der Vertrauen in Bildung als biographische Ressource angesehen wird (Bormann & Th ies, 2019). Die Bedeutung von Vertrauen in pädagogischen Beziehungen wird grundsätzlich betont.…”

Section: Vertrauen In Die Schule -Auch Von Eltern?unclassified

Vertrauen und Beteiligung in der Schule. Typenanalyse einer qualitativen Interviewstudie mit Eltern

Adamczyk¹

2021

DDS

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Der Beitrag stellt eine empirisch-qualitative Studie vor, die das Vertrauen von Eltern in die Schule in den Fokus stellt. Ein Bestandteil der Datenanalyse ist eine Typenanalyse der interviewten Eltern von schulpflichtigen Kindern, in die die Beteiligung der Eltern in der Schule als Kategorie einbezogen wird. Vertrauen und Elternbeteiligung werden abschließend vor dem Hintergrund der derzeitigen pandemischen Situation kurz diskutiert.

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“…Thus, it has already been proven in educational communities that the intensity and quality of relationships are deeply related to other social indicators and even physical indicators. Strong relationships and a sense of connectedness in educational communities (particularly in universities and schools) have been found to be important in promoting subjective wellbeing (Bormann and Thies, 2019;Graham et al, 2016). Therefore, since well-being is a prerequisite for facing the challenges of the pandemic, it is necessary to explore (and improve) the level of social cohesion as a type of social bond in university communities (Schlesinger et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

Changes in Social Cohesion in the University Community in the Context of Crisis Phenomena in Society

Svyrydenko

Nesterova²,

Dielini

2022

BJES

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The purpose of this study is to find out the impact of crisis conditions in society, in particular the war and the COVID-19 pandemic, on the development of social cohesion of the university community in Ukraine using the Social Cohesion Radar research tool. The study was conducted according to the methodology proposed by the Social Cohesion Radar (Bertelsmann Foundation), which helped to interpret a set of questionnaires received in 2019-2022 in the community of the National Pedagogical Dragomanov University (NPDU), Ukraine. The findings showed that the level of cohesion varies moderately by spheres and their size. Some tend to increase and some, on the contrary, to decrease. People's acceptance of diversity increased during the pandemic and decreased in both surveys in 2022, and trust in people has a steady upward trend, but the importance of social ties decreases somewhat in crisis conditions, given its growth in non-crisis times. The sphere of communication and its volume have significantly decreased, reflecting a decrease in trust in institutions, identification with them and perception of fair treatment during the pandemic, with these dimensions characterized by uneven changes in non-war and war periods in 2022. The connection with the place of work and study also decreases. This may be due to distance learning and working during certain periods in 2020 and in the wartime period of 2022. Orientation towards the common good increases with a slight decline in the military period of 2022. It is noteworthy that civic participation increases in times of crisis. According to the above data, there is an increase in some areas, and it can be said that cohesion slightly increases depending on the area, the group studied and the crisis period. The study showed changes in social stability and communications in the university community of the National Pedagogical Dragomanov University due to the impact of crisis conditions, in particular, war or pandemic. This study provides an understanding of the values of trust and social cohesion as key drivers of social behavior in different situations of social challenges, including the challenges of the war in Ukraine and the pandemic. These results can be used to study the resilience of Ukrainian society, to find the main directions and foundations of social stability.

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Trust and trusting practices during transition to higher education: Introducing a framework of habitual trust

Cited by 17 publications

References 71 publications

Social Exclusion, Subjective Academic Success, Well-Being, and the Meaning of Trust

Social Exclusion, Subjective Academic Success, Well-Being, and the Meaning of Trust

Vertrauen und Beteiligung in der Schule. Typenanalyse einer qualitativen Interviewstudie mit Eltern

Changes in Social Cohesion in the University Community in the Context of Crisis Phenomena in Society

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