Fostering a Sense of Belonging Using a Multicontext Approach

Moore, Monika

doi:10.1177/1521025120944828

Cited by 11 publications

(10 citation statements)

References 21 publications

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“…Lastly, the differential relationships between family academic discussions and GPA merits further research with a larger sample of diverse students. Cultural dissonance between home and postsecondary contexts may explain this finding (Moore, 2020). For Latinx and Black students, interventions targeted at enhancing academic discussions with family, peers and college personnel may prove successful in reducing student departure.…”

Section: Discussionmentioning

confidence: 99%

“…We were surprised to observe a negative relationship between family academic discussions and academic self-efficacy for Latinx students. Considered in tandem with the negative family academic discussions relationship with GPA for both Black and Latinx students it is possible a mismatch between family discussion topics and postsecondary academic demands exists (Moore, 2020).…”

Section: Discussionmentioning

confidence: 99%

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Do family and peer academic social supports predict academic motivations and achievement of first-year college students?

Marley

Wilcox

2021

JARHE

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PurposeThis study examines family and peer academic social supports as correlates of academic motivation and first-semester GPA.Design/methodology/approachUsing a correlational design, 468 first-semester college students completed an online survey. Demographic characteristics, high school GPA and first-semester GPA were gathered from institutional data and linked to student survey responses.FindingsBivariate and multiple regression analyses revealed that family and peer academic social supports are predictive of academic motivation and first-semester GPA. The relationships identified were small- to medium-sized and of theoretical and substantive interest.Research limitations/implicationsThe main limitations of the study are the measures are self-reported and the study is correlational, the latter limiting the strength of causal inferences. However, the study provides further understanding of the importance of college students' family and peer social supports in relationship to academic motivation and achievement.Practical implicationsThe research has practical implications for higher educators developing programs to improve family and peer social support. If future research establishes causal relationships, interventions to enhance family and peer academic supports may prove beneficial in promoting academic motivation. Further, encouraging families to broadly discuss academic topics may be ineffective in terms of academic self-efficacy and achievement for historically underrepresented students.Originality/valueThis study makes a unique contribution to the literature by establishing relationships between family and peer supports with academic motivation. Statistical interactions between family and peer supports and with demographic characteristics in predicting academic motivation were identified. If the interactions are replicable, the findings provide avenues for future correlational and intervention research.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Do family and peer academic social supports predict academic motivations and achievement of first-year college students?

Marley

Wilcox

2021

JARHE

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“…It has been observed that high levels in the sense of belonging in university students contributes to increasing their levels of participation, being able to seek help in the face of difficulties, feeling less alone, anxious or depressed, increasing the use of self-regulation strategies and raises levels of academic self-confidence and motivation [64,66,77]. In addition, various investigations have observed that the sense of belonging turns out to be a direct predictor of study engagement, dropout, and permanence in studies [40,41,45,65,66,73,[77][78][79][80].…”

Section: Sence Of Belongingmentioning

confidence: 99%

Early and Dynamic Socio-Academic Variables Related to Dropout Intention: A Predictive Model Made During Pandemic

Albornoz¹,

Infante-Villagrán²,

Galve-González³

et al. 2021

Preprint

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Social and academic integration variables have shown to be relevant for the understanding of university dropout. However, there is less evidence regarding the influence of these variables on dropout intention, as well as predictive models that explain their relationships. Improvements in this topic become relevant considering that dropout intention stands as a useful measure to anticipate and intervene on this phenomenon. The objective of the present study was to evaluate a predictive model for the university dropout intention that considers the relationships between social and academic variables, during the first university semester of 2020. The research was carried out using a cross-sectional associative-predictive design, with a convenience sampling (n=711) due the restrictions of pandemic period. The results showed a good fit of the proposed hypothetical model that explains 38.7% of dropout intention. Both social support and perceived social isolation predicted the sense of belonging, and through it, engagement. Previous academic performance predicted early academic performance, and through it, engagement. The set of variables predicted the intention to quit, through engagement. These results are a contribution both to the understanding of the phenomenon and to guide potential interventions in the early stages of the university experience.

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“…However, this work has been limited, and we are not aware of any studies that have directly examined the impact of office hours on student learning or academic performance in STEM. Similarly, while past work has suggested that attendance at office hours may positively impact student affect like sense of belonging and can help build the instructor–student relationship ( Moore, 2020 ; Guzzardo et al. , 2021 ), there have not been any empirical studies that measure the impact of office hours on student affect.…”

Section: Introductionmentioning

confidence: 99%

Student Motivations and Barriers toward Online and In-Person Office Hours in STEM Courses

Hsu

Rowland-Goldsmith

Schwartz

2022

LSE

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Fostering a Sense of Belonging Using a Multicontext Approach

Cited by 11 publications

References 21 publications

Do family and peer academic social supports predict academic motivations and achievement of first-year college students?

Do family and peer academic social supports predict academic motivations and achievement of first-year college students?

Early and Dynamic Socio-Academic Variables Related to Dropout Intention: A Predictive Model Made During Pandemic

Student Motivations and Barriers toward Online and In-Person Office Hours in STEM Courses

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