University Belonging, Friendship Quality, and Psychological Adjustment During the Transition to College

Pittman, Laura D.; Richmond, Adeya

doi:10.3200/jexe.76.4.343-362

Cited by 425 publications

(316 citation statements)

References 56 publications

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“…Research on sense of belonging among college students has found that it is key to their success and retention in college (e.g., Freeman et al 2007;Pittman and Richmond 2008;Strayhorn 2012). However, this literature has found that students from underrepresented groups tend to have a lower sense of belonging than their counterparts from majority groups and thus face additional obstacles and barriers to their success and retention in college (Hurtado and Carter 1997;Johnson et al 2007;Strayhorn 2012).…”

Section: Sense Of Belongingmentioning

confidence: 99%

“…Within the higher education literature, sense of belonging is a known predictor of success in college (e.g., Freeman et al 2007;Pittman and Richmond 2008;Strayhorn 2012), especially within STEM disciplines (Espinosa 2011;Johnson 2012). Sense of belonging refers to the extent to which individuals feel like they belong or fit in a given environment.…”

Section: Purposementioning

confidence: 99%

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Sense of Belonging in Computing: The Role of Introductory Courses for Women and Underrepresented Minority Students

et al. 2018

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Abstract:This study examines an aspect of gender and racial/ethnic gaps in undergraduate computing by focusing on sense of belonging among women and underrepresented minority (URM) introductory computing students. We examine change in sense of belonging during the introductory course as well as the predictors of belonging, with attention to conditional effects by gender and URM status. Results show that sense of belonging outcomes are a product of both incoming student characteristics and college environments and experiences, highlighting the important role the computing faculty play in fostering belonging. These and other findings are discussed, focusing on sense of belonging among women, URM students, and URM women.

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Section: Sense Of Belongingmentioning

confidence: 99%

Section: Purposementioning

confidence: 99%

Sense of Belonging in Computing: The Role of Introductory Courses for Women and Underrepresented Minority Students

et al. 2018

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“…L'adolescence et l'âge adulte émergent sont des pé-riodes stressantes en raison des nombreuses transitions qui surviennent (BERGHE et al, 2010), telles que la transition de l'école secondaire au collégial (BROUGHAM et al, 2009;PIERCEALL;KEIM, 2007), l'adoption de nouvelles responsabilités (BROUGHAM et al, 2009;PITTMAN;RICHMOND, 2008) et l'expérience des premières relations amoureuses et conséquemment des premières ruptures (CONNOLLY;McISAAC, 2011). En plus des événements difficiles propres à cette période, les jeunes lesbiennes, gais, bisexuels, transidentifiés ou queer (LGBTQ) sont aussi exposés à un stress minoritaire du fait de leur appartenance à des groupes sexuels minoritaires socialement stigmatisés (MEYER, 1995(MEYER, , 2003.…”

Section: Introductionunclassified

Intimidation homophobe, stratégies d’adaptation et intégration de l’orientation sexuelle

Goyer

Blais

Hébert

2015

Fractal, Rev. Psicol.

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Résumé Cette étude examine l’impact de l’intimidation homophobe et des stratégies d’adaptation sur 6 dimensions de l’intégration de l’orientation sexuelle (OS) à partir d’un échantillon de 262 jeunes LGBT. Un modèle de régression linéaire a été réalisé pour chaque dimension, avec la victimisation homophobe et les stratégies d’adaptation comme principales variables indépendantes d’intérêt. La victimisation homophobe était associée à une plus faible affirmation de l’OS et à davantage d’homophobie/biphobie intériorisée, de préoccupations relatives au jugement d’autrui, de confusion identitaire, de dissimulation et de difficultés d’acceptation de l’OS. Les stratégies d’adaptation centrées sur la résolution de problèmes étaient associées à davantage de préoccupations relatives au jugement d’autrui alors que celles centrées sur l’évitement étaient associées à davantage de préoccupations relatives au jugement d’autrui et de difficulté d’acceptation de l’OS. Les résultats appuient l’importance de poursuivre la lutte à l’homophobie/biphobie et de mieux outiller les jeunes pour soutenir l’intégration positive de leur OS.

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“…Det er enighet om at elevenes opplevelse av tilhørighet til skolen har stor innvirkning på deres akademiske, sosiale og personlige utvikling (Maddox & Prinz, 2003;Osterman, 2000). For ungdom og unge voksne synes opplevelse av tilhørighet til laerestedet å ha tilsvarende betydning (Freeman & Jensen, 2007;Pittman & Richmond, 2007, 2008. Selv om det er mindre forskning på tilhørighet til laerestedet blant unge voksne studenter, er det vist at egenvurdering av selvverd og akademisk kompetanse blir bedre mens internaliserte problemer avtar når opplevelsen av tilhørighet til universitetet blir sterkere (Pittman & Richmond, 2008).…”

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Verdier, engasjement og tilhørighet som drivkrefter i lærerstudenters yrkesvalg og utvikling av læreridentitet

Løhre

Moen

Etnan

et al. 2016

Nordisk tidsskrift for pedagogikk og kritikk

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SammendragDet fins lite norsk forskning om laererstudenters motivasjon for å bli laerere. Her presenteres en kvalitativ studie der formålet var å undersøke laererstudenters motivasjon for å bli laerer, og videre undersøke om utdanningen fremmet deres motivasjon for å utvikle seg som laerere. Studien er forankret i motivasjonsteori om mestringsforventning og verdier. Vi velger i tillegg å benytte teoretiske perspektiver på danning, engasjement og tilhørighet til skolen, siden dette viste seg å vaere betydningsfulle faktorer for studentenes motivasjon forut for og underveis i studiet. Studiens empiriske grunnlag er 40 studentlogger, alle skrevet midtveis i første studieår. Tekstene er studert gjennom kvalitativ naeranalyse. Funnene presenteres i studiens seks kategorier: Til elevens beste, Samfunnsoppdraget, Ankerfeste i forbilder, Tidligere mestringserfaringer, En understøttende praksisperiode og Men, hva med laerestedet? Gjennomgående i studentenes fortellinger framstår verdier, engasjement og tilhørighet som saerlige drivkrefter eller kilder til motivasjon. Studentenes erfaringer fra skolepraksisen synes å ha styrket deres identitet som laerer, men det er uvisst hvilken betydning laerestedet har hatt for tilhørighet og identitet.Nøkkelord: Motivasjon; mestringsforventning; danning; skoletilhørighet AbstractLittle research has been done in Norway about what motivates students to choose a career in teaching. This is a qualitative study aimed at examining students' motivation for becoming teachers, as well as examining if the Teacher Education program of study promoted their motivation and development as teachers. The study is anchored in motivation theory about mastery experiences and values. In addition, we choose to make use of theoretical perspectives involving Bildung, engagement and connectedness to school, since these revealed themselves to be important in the students' motivation, both before and during their studies. The empirical basis for this study is 40 student logs, all written halfway through the first year of study. The texts are studied using qualitative analysis. The study's findings are presented in six categories: For

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University Belonging, Friendship Quality, and Psychological Adjustment During the Transition to College

Cited by 425 publications

References 56 publications

Sense of Belonging in Computing: The Role of Introductory Courses for Women and Underrepresented Minority Students

Sense of Belonging in Computing: The Role of Introductory Courses for Women and Underrepresented Minority Students

Intimidation homophobe, stratégies d’adaptation et intégration de l’orientation sexuelle

Verdier, engasjement og tilhørighet som drivkrefter i lærerstudenters yrkesvalg og utvikling av læreridentitet

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