College students’ sense of belonging in times of disruption: prospective changes from before to during the COVID-19 pandemic

Barringer, Alexandra; Papp, Lauren M.; Gu, Pamela

doi:10.1080/07294360.2022.2138275

Cited by 13 publications

(2 citation statements)

References 38 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This study highlights how different cohorts of students had varying feelings of connectedness to the institution over the course of the pandemic. Similar findings were observed by Barringer, Papp and Gu (2022) with ethnic minority students. In the current study, neither final year nor graduate-entry students readily commented on negative social impacts from their experiences of live online learning.…”

Section: Belonging and Communitysupporting

confidence: 88%

Exploring the changing modes of learning and teaching in campus-based curricula during and post- Covid-19

Keane,

McFerran,

Acton

et al. 2024

JLDHE

View full text Add to dashboard Cite

The rise in technology-rich learning environments is reflective of a global trend in higher education (HE), recently accelerated because of necessary digital teaching and assessment practices embraced during the Covid-19 pandemic. This qualitative study facilitated through focus groups and an interview explores the teaching and learning experiences of tertiary level students in the Covid-19 era. Data from 24 students based within a UK Higher Education Institution highlights how an expanded digital environment can optimise conditions for some students to independently practise and apply what they are learning at their own pace. Digitally enhanced opportunities to interact with teaching staff and learning resources also increased the options for these students to experience themselves as competent members of the HE community. This was particularly relevant for first-year students new to the processes and practices of tertiary education. In contrast, third year students with more experience of HE appeared less reliant on the provision of online learning resources. Participants also identified some potential problems associated with the enhanced flexibility of online teaching and learning resources in relation to students’ ability to be self-regulated. This paper rationalises the need for educators and educational and learning developers who teach and undertake scholarship in teaching and learning to consider the sociocultural context of the student and their learning environment when designing teaching activities and curricula. The data presented here highlight the need for a clearly defined framework to underpin the integration of digital technologies with on-campus activities.

show abstract

Section: Belonging and Communitysupporting

confidence: 88%

Exploring the changing modes of learning and teaching in campus-based curricula during and post- Covid-19

Keane,

McFerran,

Acton

et al. 2024

JLDHE

View full text Add to dashboard Cite

show abstract

“…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 ].…”

Section: Discussionmentioning

confidence: 92%

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

Seff,

Stark,

Ali

et al. 2024

BMC Psychiatry

View full text Add to dashboard Cite

Background A growing literature points to the critical role schools can play in promoting improved psychosocial wellbeing and resilience among first- and second-generation Arab immigrant and refugee adolescents, but few evaluations have examined the effectiveness of culturally adapted, school-based interventions. Methods We conducted a pilot evaluation of a culturally adapted social and emotional learning and life skills program, Forward with Peers (FwP), and examined its potential effectiveness for this population. FwP was evaluated across three high schools in the Detroit Metropolitan Area. Within each school, one Arabic class was randomly assigned to receive FwP programming and another served as a control. The pilot evaluation sought to examine changes in several mental health and psychosocial outcomes of interest. Findings Improvements in overall perceived social support (P = 0.045) and perceived social support from someone special in one’s life (0.042) were statistically significant in the treatment as compared to the control group. Comparative improvements were also marginally significant for resilience (P = 0.095) and perceived social support from family (P = 0.074). Conclusions Findings highlight the potential of FwP and support the growing interest in establishing efficacy of school-based, culturally appropriate SEL programming to improve psychosocial wellbeing among Arab refugee and immigrant adolescents. FwP’s demonstrated improvements in resilience and social support have the potential to prevent mental health disorders and bolster coping mechanisms to minimize adverse consequences in this vulnerable population. Employing a strengths-based approach, FwP offers an alternative intervention to traditional treatment-oriented supports for the proliferation of mental health disorders within this vulnerable population.

show abstract

Undergraduate student perceptions of instructor mindset and academic performance: A motivational climate theory perspective

Kim,

Han,

Buford

et al. 2024

Contemporary Educational Psychology

View full text Add to dashboard Cite

College students’ sense of belonging in times of disruption: prospective changes from before to during the COVID-19 pandemic

Cited by 13 publications

References 38 publications

Exploring the changing modes of learning and teaching in campus-based curricula during and post- Covid-19

Exploring the changing modes of learning and teaching in campus-based curricula during and post- Covid-19

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

Undergraduate student perceptions of instructor mindset and academic performance: A motivational climate theory perspective

Contact Info

Product

Resources

About