Four domains of students’ sense of belonging to university

Ahn, Mi Young; Davis, Howard

doi:10.1080/03075079.2018.1564902

Cited by 167 publications

(123 citation statements)

References 39 publications

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“…However, while staff could see the benefit of establishing their social presence online using their voices and faces, and encouraging active engagement of students using online quizzes and interactive sessions, students were less likely to perceive the benefits of such approaches. The move from the physical campus and the associated changes to surroundings and social engagement (Ahn & Davis, 2019), and the alterations to teacher presence (Garrion, 2017;Garrison et al 2000), were all issues highlighted by our participants.…”

Section: Discussionmentioning

confidence: 90%

“…Belonging, or social identity, is an important part of how we see ourselves (SIRC, 2007). Within the context of higher education, it is recognised as multi-dimensional and has been proposed to include four dimensions: social and academic engagement, surroundings and personal space (Ahn & Davis, 2019). It is known to positively impact upon student engagement and attainment (Hausman et al, 2009;Freeman et al, 2007), so enhancing feelings of belonging is important for educational institutions as well as individuals.…”

Section: Introduction and Literature Reviewmentioning

confidence: 99%

“…For context, the institution in which the data were gathered is a post-92 UK university with a widening participation focus and a diverse staff and student population. The theoretical frameworks within which this work are situated are the 'Community of Inquiry' model outlined by Garrison (2017) and Garrison et al (2000), and the four dimensions of belonging outlined by Ahn and Davis (2019). The 'Community of Inquiry' model suggests that three elements are required for meaningful online provision; namely teacher presence, social presence and cognitive presence.…”

Section: Introduction and Literature Reviewmentioning

confidence: 99%

“…The 'Community of Inquiry' model suggests that three elements are required for meaningful online provision; namely teacher presence, social presence and cognitive presence. Ahn & Davis (2019) suggest that academic and social engagement, surroundings and personal space are all fundamental to belonging. Surroundings were fundamentally altered as a consequence of the pandemic, also impacting upon social and possibly academic engagement, while teacher presence in an online world will differ greatly from that offered on campus.…”

Section: Introduction and Literature Reviewmentioning

confidence: 99%

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COVID-19 and the move to online teaching: impact on perceptions of belonging in staff and students in a UK widening participation university

2020

JALT

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Belonging within higher education benefits students, staff and institutions. The COVID-19 pandemic necessitated campus closures at short notice, with teaching and assessment moving online. Understanding the impact of this upon belonging from both staff and student perspectives, and exploring whether demographic or study characteristics have an impact, is needed to inform future educational provision. A bespoke questionnaire collecting quantitative and qualitative information was administered online to staff and students at a UK university with a strong widening participation focus. A total of 208 students and 71 academic staff responded. Staff were significantly more likely than students to recognise belonging as important. Lockdown reduced feelings of belonging in both groups, and physical presence on campus was highlighted as important by both. Despite considerable diversity, student responses showed a high degree of homogeneity. Although advantages to future online teaching were identified by both staff and students, almost half of students disagreed that they would learn better if future teaching remained online. A greater proportion of staff identified teacher online presence and facilitating active learning as essential in helping students to belong, but what students consider essential in online teaching to enhance belonging is less clear from this data.

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Section: Discussionmentioning

confidence: 90%

Section: Introduction and Literature Reviewmentioning

confidence: 99%

Section: Introduction and Literature Reviewmentioning

confidence: 99%

Section: Introduction and Literature Reviewmentioning

confidence: 99%

See 2 more Smart Citations

COVID-19 and the move to online teaching: impact on perceptions of belonging in staff and students in a UK widening participation university

2020

JALT

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“…Belonging represents perceptions of acceptance and connection, and is associated with student wellbeing, academic attainment, and retention. Belonging consists of four domains: academic, social, surroundings, and personal space (Ahn and Davis, 2019). Stronger feelings of belonging are reported by students who invest a greater number of hours per week in extra-curricular activities (Knifsend, 2018), potentially because involvement in extra-curricular activities plays an important role in determining how students adjust to their learning environment, and therefore potentially contributing to their sense of belonging (Tieu et al, 2010).…”

mentioning

confidence: 99%

Who stands to benefit? Wellbeing, belonging and challenges to equity in engagement in extra-curricular activities at university

Winstone

Balloo

Gravett

et al. 2020

Active Learning in Higher Education

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Naomi Winstone is a Reader in Higher Education at the University of Surrey. As a cognitive psychologist, her research focuses on the application of psychological theory to higher education research, particularly in the areas of assessment and feedback, and student transitions.Kieran Balloo is a Lecturer in the Department of Higher Education at the University of Surrey. His research broadly focuses on scrutinising the 'student experience' through examining: student transitions; how students regulate their own and others' learning; and assessment and feedback.

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Learning Mindsets and Well-Being and Ill-Being Among Osteopathic Medical Students

Tibbetts,

Himmelberger,

Barron

et al. 2024

JAMA Netw Open

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ImportanceGiven the high rates of burnout and associated negative mental health outcomes (eg, depression, suicidal ideation, substance abuse) among medical students and physicians, it is imperative to identify strategies for supporting the future health workforce, particularly when considering trends indicating a future shortage of physicians. Understanding the associations of medical school students’ learning mindsets (eg, growth mindset, purpose and relevance, and sense of belonging) with indicators of well-being (eg, flourishing) and ill-being (eg, burnout) could provide a foundation for future research to consider when attempting to combat the negative mental health trends among medical students and physicians.ObjectivesTo understand the associations of medical school students’ learning mindsets (ie, their beliefs about themselves as learners and their learning environment) with critical student health outcomes (ie, well-being and ill-being).Design, Setting, and ParticipantsThis survey study used a nationally representative sample of first-year osteopathic medical school students across the US who responded to a survey of learning mindsets as well as measures of well-being and ill-being in fall 2022. Data were analyzed from January to April 2024.Main Outcomes and MeasuresLearning mindsets were categorized as growth mindset, purpose and relevance, and sense of belonging. Well-being was categorized as flourishing and resilience, and ill-being was categorized as burnout and psychological symptoms. Outcomes were regressed on learning mindset and demographics variables, and interactions of demographic variables and learning mindsets were assessed.ResultsA total of 7839 students were surveyed, and 6622 students (mean [SD] age, 25.05 [3.20]; 3678 [55.5%] women) responded and were included in analyses. The 3 learning mindsets were significantly associated with flourishing (growth mindset: b = 0.34; 95% CI, 0.23 to 0.45; P &lt; .001; purpose and relevance: b = 2.02; 95% CI, 1.83 to 2.20; P &lt; .001; belonging uncertainty: b = −0.98; 95% CI, −1.08 to −0.89; P &lt; .001) and resilience (growth mindset: b = 0.28; 95% CI, 0.17 to 0.40; P &lt; .001; purpose and relevance: b = 1.62; 95% CI, 1.43 to 1.82; P &lt; .001; belonging uncertainty: b = −1.50; 95% CI, −1.60 to −1.40; P &lt; .001) well-being outcomes and burnout (growth mindset: b = −0.09; 95% CI, −0.11 to −0.07; P &lt; .001; purpose and relevance: b = −0.29; 95% CI, −0.32 to −0.25; P &lt; .001; belonging uncertainty: b = 0.28; 95% CI, 0.26 to 0.30; P &lt; .001) and psychological symptoms (growth mindset: b = −0.22; 95% CI, −0.30 to −0.14; P &lt; .001; purpose and relevance: b = −0.51; 95% CI, −0.64 to −0.38; P &lt; .001; belonging uncertainty: b = 1.33; 95% CI, 1.27 to 1.40; P &lt; .001) ill-being outcomes, even when controlling for important demographic characteristics (eg, race and ethnicity, gender identity, age). Furthermore, several significant interactions indicated that these learning mindsets may be particularly salient for students from historically marginalized communities: there was a significant interaction between growth mindset and race and ethnicity (b = 0.58; 95% CI, 0.08 to 1.09, P = .02), such that growth mindset was more strongly associated with flourishing among American Indian or Alaska Native, Black, Latine, or Native Hawaiian students.Conclusions and RelevanceThese findings suggest that identifying strategies for supporting students’ learning mindsets may be an effective way to support medical student well-being and reduce ill-being, particularly among students from historically marginalized backgrounds.

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Four domains of students’ sense of belonging to university

Cited by 167 publications

References 39 publications

COVID-19 and the move to online teaching: impact on perceptions of belonging in staff and students in a UK widening participation university

COVID-19 and the move to online teaching: impact on perceptions of belonging in staff and students in a UK widening participation university

Who stands to benefit? Wellbeing, belonging and challenges to equity in engagement in extra-curricular activities at university

Learning Mindsets and Well-Being and Ill-Being Among Osteopathic Medical Students

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